- Pretoria, Gauteng, South Africa
James Keevy
JET Education Services, Executive, Department Member
- Career Guidance Counseling, National Qualifications Frameworks, Evidence-based policy, Higher Education In SADC, Occupational standards, Africa, and 9 moreIndigenous Studies, Commonwealth Teacher Recruitment Protocol, Comparability, Teacher qualifications, South African National Qualifications Framework, Political Science, Teacher Education, Higher Education, and Online Reputation Managementedit
- James Keevy is a policy researcher that works in the education and training sector. He has conducted and overseen var... moreJames Keevy is a policy researcher that works in the education and training sector. He has conducted and overseen various initiatives related to national, regional and international qualifications frameworks in Africa, and also, further afield. His research into qualifications, the recognition of learning, and the professionalisation and migration of teachers have been widely published and presented. James is the Chief Executive Officer at JET Education Services which is an independent public benefit organisation located in Johannesburg, South Africa, that was founded in 1992. His responsibilities at JET include working with government, the private sector, international development agencies and education institutions to improve the quality of education, and the relationship between education, skills development and the world of work.edit
As a global community, we are faced with the stark reality that we are inevitably becoming technology-dependent societies as digital technologies create new opportunities and challenges for skills development globally, in both developed... more
As a global community, we are faced with the stark reality that we are inevitably becoming technology-dependent societies as digital technologies create new opportunities and challenges for skills development globally, in both developed and developing contexts. This paper will discuss the successes, potential leverage points, challenges and lessons learnt by JET Education Services (JET) through its involvement in two specific initiatives: first, in response to well-documented challenges in South African basic education, JET has developed and implemented the eMpela teacher training platform, which shows great potential in improving teacher content knowledge and pedagogical capacity; and then second, an initiative, referred to as Project DROID, that involves testing of a new form of artificial intelligence (AI) in education, targeted towards improving the strategic skills and information resources available across education systems.
Research Interests:
Qualifications Framework Impact Study: a critical reflection 1 …despite some analysis by organisations such as the OECD and reviews such as that of the South African NQF, we're still running more on instinct than evidence. We owe it to... more
Qualifications Framework Impact Study: a critical reflection 1 …despite some analysis by organisations such as the OECD and reviews such as that of the South African NQF, we're still running more on instinct than evidence. We owe it to our clients – and to our taxpayers – to make sure that the evidence is looked for. So I'm arguing for healthy scepticism and for constructive criticism and for informed debate and, perhaps above all, for all those things to involve our users – learners, employers, providers, local communities – not just national qualification authority staff or governments (Gunning, 2006:7, emphasis added). Abstract This paper reflects on the reliability of the evidence contained in the National Qualifications Framework Impact Study, a longitudinal comparative study conducted by the South African Qualifications Authority since 2002. In so doing, the veracity of evidence-based research in determining the impact of the South African Qualifications Framework on the transformation of education and training is considered critically.
Research Interests:
Some National Qualifications Frameworks (NQFs) are simply hierarchical classifications for levels of formal learning programmes and their associated qualifications and certificates. More advanced NQFs can also play a role in facilitating... more
Some National Qualifications Frameworks (NQFs) are simply hierarchical classifications for levels of formal learning programmes and their associated qualifications and certificates. More advanced NQFs can also play a role in facilitating stakeholder interactions, creating coherent qualifications systems, ensuring fit-for-purpose qualifications, supporting wider quality assurance processes, recognising learning gained outside formal education and training and for driving broader educational reforms. They also make national qualifications systems more transparent to foreigners. Across the world there has been a rapid take-up of NQFs and there has been associated development of regional frameworks that coordinate NQFs across wide geographical regions. The evidence for the success and reliability of NQFs is weak and this raises the question about what is driving the expansion of NQFs. What are they expected to do and how might they fulfil these expectations? In this paper the evolution of NQF development in “first generation” NQFs, namely in the United Kingdom, South Africa and Australia, is used to analyse the policy rationales for NQFs, concrete experience of them and to chart the evolution of these NQFs over two decades. This analysis is then used to reflect on the future development of second and third generation NQFs as many of these new NQFs reach maturity. The paper concludes with a critical consideration of the extent to which the existing NQFs, as well as those being considered, are “flying blind”: Are NQFs being developed without the necessary evidence base for their continued existence, or are there legitimate policy rationales for this global trend that has grown exponentially over the last twenty years?
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Qualifications frameworks have increasingly been developed in various parts of the world over the last two decades since first introduced in countries like Scotland, New Zealand, Australia, France, Ireland, England, and of course, also in... more
Qualifications frameworks have increasingly been developed in various parts of the world over the last two decades since first introduced in countries like Scotland, New Zealand, Australia, France, Ireland, England, and of course, also in South Africa (McBride and Keevy 2010; Keevy, Deij and Chakroun 2011). As the phenomenon has become more global, an increasing need has arisen to compare qualifications frameworks with each other. In this paper we explore this new approach, referred to as “referencing”, that enables the comparison of qualifications frameworks in relation to each other. Also referred to as “self-certification”, referencing involves a comparison in order to improve the correlation between qualifications frameworks in terms of levels, credits and qualifications types. To date referencing has been used primarily to establish correlations between regional and national qualifications frameworks in Europe, such as the Qualifications Framework for the European Higher Education Area (QF-EHEA), the European Qualifications Framework (EQF) and National Qualifications Frameworks (NQFs) in Europe. Specific examples include referencing between the EQF and NQFs of the United Kingdom, Malta, Ireland, Portugal, Denmark and most recently also Iceland. Countries outside of Europe, such as New Zealand and China, have also shown an interest in the application of the technology. In this paper we draw on existing qualifications framework-related literature to develop a conceptual model for referencing as we explore the broader application of referencing and its potential for contributing to improved recognition of qualifications across borders in other parts of the world, specifically in the Southern African Development Community (SADC) region.
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The South African National Qualifications Framework (NQF) has been in place since 1995. This paper provides a contextual account of the implementation and development of the South African NQF as one of the first generation NQFs located... more
The South African National Qualifications Framework (NQF) has been in place since 1995. This paper provides a contextual account of the implementation and development of the South African NQF as one of the first generation NQFs located within a broader lifelong learning context as it explores the lessons that have been learnt from this evolving and transformational process over the last 18 years. These include: the development of distinctive sub-frameworks and quality assurance models for different sectors within a single integrated NQF; a new approach to the design of occupational qualifications on all levels of the NQF; the development of a national career advisory service to assist users to navigate the NQF; strengthening of credential evaluation practices following a learning outcomes approach; and the need for strong public advocacy during implementation of the NQF. The paper argues that the South African NQF, with both its successes and failures, has served as a benchmark for the development of national and regional qualifications frameworks in Southern Africa and further afield and will continue to influence the international discourse on qualifications frameworks into the foreseeable future.
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建立於1995年的南非國家資歷架構（National Qualifications Framework，簡稱NQF）， 是首批以終身學習為前提背景的全國性資歷架構之一。本文旨在循其背景脈絡，探討南非國 家資歷架構的推行和發展，同時討論它在過去18年來的演化和蛻變帶來什麼啟示，討論議題 包括：在一個綜合性的國家資歷架構下，針對不同範疇的從屬架構和質素保證模式的發展； 在國家資歷架構的各級水平上創設職業性資歷的新思維；開設全國性的職業生涯諮詢服務，... more
建立於1995年的南非國家資歷架構（National Qualifications Framework，簡稱NQF），
是首批以終身學習為前提背景的全國性資歷架構之一。本文旨在循其背景脈絡，探討南非國
家資歷架構的推行和發展，同時討論它在過去18年來的演化和蛻變帶來什麼啟示，討論議題
包括：在一個綜合性的國家資歷架構下，針對不同範疇的從屬架構和質素保證模式的發展；
在國家資歷架構的各級水平上創設職業性資歷的新思維；開設全國性的職業生涯諮詢服務，
以協助國人適應及運用國家資歷架構；以學習成果為基礎的方針如何改善學歷/資歷評審工
作；以及國家資歷架構在推行上需要多大的公眾倡議力量。本文指出南非的國家資歷架構有
其成就，也有其缺點，但無論如何，它都可以援引為南非國內外發展全國性或地區性資歷架
構的參考指標，並且在短期內繼續影響國際間就資歷架構課題的討論。
是首批以終身學習為前提背景的全國性資歷架構之一。本文旨在循其背景脈絡，探討南非國
家資歷架構的推行和發展，同時討論它在過去18年來的演化和蛻變帶來什麼啟示，討論議題
包括：在一個綜合性的國家資歷架構下，針對不同範疇的從屬架構和質素保證模式的發展；
在國家資歷架構的各級水平上創設職業性資歷的新思維；開設全國性的職業生涯諮詢服務，
以協助國人適應及運用國家資歷架構；以學習成果為基礎的方針如何改善學歷/資歷評審工
作；以及國家資歷架構在推行上需要多大的公眾倡議力量。本文指出南非的國家資歷架構有
其成就，也有其缺點，但無論如何，它都可以援引為南非國內外發展全國性或地區性資歷架
構的參考指標，並且在短期內繼續影響國際間就資歷架構課題的討論。
Research Interests:
This article presents a descriptive account of the national approach to career development that is being introduced in South Africa through the establishment of the National Qualifications Framework (NQF) and Career Advice Service by the... more
This article presents a descriptive account of the national approach to career development that is being introduced in South Africa through the establishment of the National Qualifications Framework (NQF) and Career Advice Service by the South African Qualifications Authority (SAQA) and the Department of Higher Education and Training. The article attempts to reflect on the approach followed by arguing for the recognition of the underlying career development theory and also by inviting constructive engagement from both the South African and international career development community. By recognising the emerging (also referred to as qualitative) approach to career counselling that is gaining favour in the international context, the article explores the influences on this emerging South African career counselling model. In particular, consideration is given to the important influence on the model through learnings from a career counselling centre established in the 1970s during the apartheid era, similar developments in the United Kingdom and New Zealand, as well as the findings of a comprehensive review of the career counselling landscape commissioned by SAQA in 2009 (Flederman 2009). The unique association of the national approach to career counselling with the South African NQF is put forward as a distinguishing factor with significant potential that needs to be further exploited. If guidance services are to have the desired impact there needs to be a major paradigm shift in the way they are viewed and delivered in South Africa. The heritage of career guidance and counselling services in South Africa is one in which the field was dominated by psychologists, emphasised psychometric testing and assessment, and a 'one to one' relationship between client and guidance staff. This focus is not uncommon in many developing countries. This focus was narrowed even further by the emphasis on delivery of services [to] the white citizens in South Africa (World Bank Report on Career Development in South Africa, Kay and Fretwell 2003, 54).
Research Interests:
"Together with National Qualifications Frameworks (NQFs) in England, Ireland, Scotland, New Zealand and Australia, the South African NQF is part of a somewhat elite, even notorious, and often criticised group of first generation NQFs that... more
"Together with National Qualifications Frameworks (NQFs) in England, Ireland, Scotland, New Zealand and Australia, the South African NQF is part of a somewhat elite, even notorious, and often criticised group of first generation NQFs that were established between the late 1980s and early 1990s. These NQFs were rooted in the thinking on competency, lifelong learning and outcomes-based education that prevailed in the United Kingdom at the time (Young, 2005). In the subsequent period up to 2005, more than 30 additional countries have embarked on NQF development, while three regional qualification framework initiatives are also currently underway, one in the Southern African Development Community (SADC), another in the European Union (EU), and yet another amongst English-speaking Caribbean countries (Tuck et al., 2005). Backgrounded by this continued drive for NQF development across the world, I use this paper to reflect critically on the extent to which the development and implementation of the South African NQF has impacted on the regulation of teacher education. In particular I discuss the extent to which:
• provisioning of teacher education has been quality assured through NQF sub-systems;
• teacher qualifications and standards have been developed and realigned to NQF requirements to accommodate, amongst others, un- and under-qualified teachers; and
• professional development points for teachers are being introduced to complement the NQF credit system (Department of Education, 2005).
The paper is concluded with specific observations that may be of value to other countries that are using, or plan to use, NQFs to regulate and improve teacher education. "
• provisioning of teacher education has been quality assured through NQF sub-systems;
• teacher qualifications and standards have been developed and realigned to NQF requirements to accommodate, amongst others, un- and under-qualified teachers; and
• professional development points for teachers are being introduced to complement the NQF credit system (Department of Education, 2005).
The paper is concluded with specific observations that may be of value to other countries that are using, or plan to use, NQFs to regulate and improve teacher education. "
Research Interests:
"This article reflects on the reliability of the evidence contained in the National Qualifications Framework Impact Study, a longitudinal comparative study conducted by the South African Qualifications Authority since 2002. In so doing,... more
"This article reflects on the reliability of the evidence contained in the National Qualifications Framework Impact Study, a longitudinal comparative study conducted by the South African
Qualifications Authority since 2002. In so doing, the veracity of evidence-based research in determining the impact of the South African Qualifications Framework on the transformation of education and training is considered critically."
Qualifications Authority since 2002. In so doing, the veracity of evidence-based research in determining the impact of the South African Qualifications Framework on the transformation of education and training is considered critically."
Research Interests:
"Is the National Qualifications Framework promise a broken promise? Educational change is often driven by grand ideas. What attracts policy-makers and practitioners in these ideas is a promise for improved education and thereby better... more
"Is the National Qualifications Framework promise a broken promise?
Educational change is often driven by grand ideas. What attracts policy-makers and practitioners in these ideas is a promise for improved education and thereby better results. One of these educational change ideas today is national qualifications framework to bring more internal harmony within and international coherence between education systems. As any other grand educational change idea, emergence of national qualifications frameworks is taking place with promises and doubts. In this Big Change Question Vincent McBride and James Keevy, through both their personal practice and research, debate whether National Qualifications Frameworks have been a broken promise or an opportunity to help education systems to change. This article has two primary statements from the two authors followed by a short commentary from both."
Educational change is often driven by grand ideas. What attracts policy-makers and practitioners in these ideas is a promise for improved education and thereby better results. One of these educational change ideas today is national qualifications framework to bring more internal harmony within and international coherence between education systems. As any other grand educational change idea, emergence of national qualifications frameworks is taking place with promises and doubts. In this Big Change Question Vincent McBride and James Keevy, through both their personal practice and research, debate whether National Qualifications Frameworks have been a broken promise or an opportunity to help education systems to change. This article has two primary statements from the two authors followed by a short commentary from both."
Research Interests:
"What does it mean to recognise the qualifications of a teacher awarded in the United Kingdom when the teacher migrates to Canada, from Barbados to New Zealand, or from South Africa to the Cameroon? As increasing numbers of teachers... more
"What does it mean to recognise the qualifications of a teacher awarded in the United Kingdom when the teacher
migrates to Canada, from Barbados to New Zealand, or from South Africa to the Cameroon? As increasing numbers of
teachers migrate between countries in the Commonwealth, often in search of greener pastures, but more recently with the global
economic downturn, also returning to their countries of origin, a deeper understanding of the qualifications and requirements
which give these teachers the right to practice has become essential. This article draws on the findings of a recent research
initiative on teacher qualification in the Commonwealth undertaken by the South African Qualifications Authority in collaboration
with the Commonwealth Secretariat. The study is located within the broader context of the Commonwealth Teacher Recruitment
Protocol. This article draws on the findings of a recent research initiative on teacher qualification in the Commonwealth undertaken by the South African Qualifications Authority in collaboration with the Commonwealth Secretariat. The study is located within the broader context of the Commonwealth Teacher Recruitment Protocol."
migrates to Canada, from Barbados to New Zealand, or from South Africa to the Cameroon? As increasing numbers of
teachers migrate between countries in the Commonwealth, often in search of greener pastures, but more recently with the global
economic downturn, also returning to their countries of origin, a deeper understanding of the qualifications and requirements
which give these teachers the right to practice has become essential. This article draws on the findings of a recent research
initiative on teacher qualification in the Commonwealth undertaken by the South African Qualifications Authority in collaboration
with the Commonwealth Secretariat. The study is located within the broader context of the Commonwealth Teacher Recruitment
Protocol. This article draws on the findings of a recent research initiative on teacher qualification in the Commonwealth undertaken by the South African Qualifications Authority in collaboration with the Commonwealth Secretariat. The study is located within the broader context of the Commonwealth Teacher Recruitment Protocol."
Research Interests:
The challenges associated with the recognition and transferability of teacher qualifications across the Commonwealth are not new and remain closely interrelated with the increased migration of skilled professionals internationally.
Research Interests:
The recent review of the impact of the Commonwealth Teacher Recruitment Protocol (CTRP) by Ochs and Jackson (2009) has pointed out that the active international recruitment of teachers is a global issue that is not limited to... more
The recent review of the impact of the Commonwealth Teacher Recruitment Protocol (CTRP) by Ochs and Jackson (2009) has pointed out that the active international recruitment of teachers
is a global issue that is not limited to Commonwealth countries. The review also found that, despite the recognition of the protocol, particularly at the ‘highest international level’, the majority
of Commonwealth teachers remain uninformed and, as a result, are open to exploitation and
unfair labour practices. This paper draws on the literature identifying the challenges and lessons in
implementing the CTRP to initiate and explore the important debate on the development of a
continental teacher mobility protocol for Africa. Taking note that the development of a recruitment protocol for Africa has recently been initiated by the African Union (Kaluba, 2010), this paper argues for the consideration of key issues to ensure that the recruitment protocol is uniquely African and addresses the unique challenges of the recruitment of teachers in Africa.
The key issues include consideration of: the African identity, which is constituted by both geographical and cultural criteria, as well as rethinking the indigenised African situation beyond
the confines of Eurocentric concepts and categories (Higgs and Keevy, 2009); moving from ‘policy borrowing’ to ‘policy learning’ as the mobility protocol is developed (Chakroun, 2010); gathering
accurate data on teacher recruitment in Africa to inform the mobility protocol; recognising qualifications through qualifications frameworks in Africa (Samuels and Keevy, 2008); and increasing the professionalisation of teachers in Africa (Ochs, 2011).
is a global issue that is not limited to Commonwealth countries. The review also found that, despite the recognition of the protocol, particularly at the ‘highest international level’, the majority
of Commonwealth teachers remain uninformed and, as a result, are open to exploitation and
unfair labour practices. This paper draws on the literature identifying the challenges and lessons in
implementing the CTRP to initiate and explore the important debate on the development of a
continental teacher mobility protocol for Africa. Taking note that the development of a recruitment protocol for Africa has recently been initiated by the African Union (Kaluba, 2010), this paper argues for the consideration of key issues to ensure that the recruitment protocol is uniquely African and addresses the unique challenges of the recruitment of teachers in Africa.
The key issues include consideration of: the African identity, which is constituted by both geographical and cultural criteria, as well as rethinking the indigenised African situation beyond
the confines of Eurocentric concepts and categories (Higgs and Keevy, 2009); moving from ‘policy borrowing’ to ‘policy learning’ as the mobility protocol is developed (Chakroun, 2010); gathering
accurate data on teacher recruitment in Africa to inform the mobility protocol; recognising qualifications through qualifications frameworks in Africa (Samuels and Keevy, 2008); and increasing the professionalisation of teachers in Africa (Ochs, 2011).
Research Interests:
Today there is an accelerating trend towards qualifications frameworks as an instrument to develop, classify and recognise formal learning across the African continent, as is also the case across most of Europe, Australasia and the... more
Today there is an accelerating trend towards qualifications frameworks as an instrument to develop, classify and recognise formal learning across the African continent, as is also the case across most of Europe, Australasia and the Asia-Pacific region. As more and more countries and regions across the world develop qualifications frameworks to improve harmonisation of education and training systems and comparability of qualifications,
it is becoming increasingly evident that Africa has not remained unaffected. At present more than twenty African countries are actively engaged in qualifications framework development, including all Southern African Development Community member states and the SADC region as a whole, not to mention exploratory discussions in other regions and talk of a continent-wide ‘African Qualifications Framework’. Starting from an exploration of the apparent Western and Eurocentric origins of qualifications frameworks, and a realisation that education in Africa was influenced by Western and European ideas long before the advent of qualifications frameworks, we consider the extent to which qualifications frameworks influence the way education and training is organised in the African context. As we critically reflect on the seemingly unquestioned, largely uncritical, and nearly always unopposed move towards qualifications frameworks in Africa, we consider whether qualifications frameworks
are able to embrace the distinctive tenets of the African context that can, as described by Catherine Odora Hoppers (2008, 24), make it possible to ‘place and name’ the collective experiences and abilities that African people bring to the field.
it is becoming increasingly evident that Africa has not remained unaffected. At present more than twenty African countries are actively engaged in qualifications framework development, including all Southern African Development Community member states and the SADC region as a whole, not to mention exploratory discussions in other regions and talk of a continent-wide ‘African Qualifications Framework’. Starting from an exploration of the apparent Western and Eurocentric origins of qualifications frameworks, and a realisation that education in Africa was influenced by Western and European ideas long before the advent of qualifications frameworks, we consider the extent to which qualifications frameworks influence the way education and training is organised in the African context. As we critically reflect on the seemingly unquestioned, largely uncritical, and nearly always unopposed move towards qualifications frameworks in Africa, we consider whether qualifications frameworks
are able to embrace the distinctive tenets of the African context that can, as described by Catherine Odora Hoppers (2008, 24), make it possible to ‘place and name’ the collective experiences and abilities that African people bring to the field.
Research Interests:
In the first two sections of this paper, we briefly discuss the research design of the NQF Impact Study and then present the key findings as contained in the two reports. In the final section, we stand back and consider how, in the light... more
In the first two sections of this paper, we briefly discuss the research design of the NQF Impact Study and then present the key findings as contained in the two reports. In the final section, we stand back and consider how, in the light of the findings of the NQF Impact Study, the NQF has impacted on how we think and practice equality, democracy, and quality in South Africa.
Research Interests:
This paper has been prepared for the International Symposium on National Qualifications Frameworks hosted jointly in September 2011 in South Africa, by the South African Qualifications Authority (SAQA) and the International Labour... more
This paper has been prepared for the International Symposium on National Qualifications Frameworks hosted jointly in September 2011 in South Africa, by the South African Qualifications Authority (SAQA) and the International Labour Organisation (ILO). The main purpose of the symposium is to contribute to the intellectual project that forms the basis for national qualifications framework (nqf) development in general, as well as for the development of nqfs in Southern and South Africa in particular. The paper focuses on different and evolving understandings of nqfs since first introduced in the late 1980s and the present, drawing in particular on the experiences of SAQA in overseeing the South African National Qualifications Framework (NQF) since 1998.
Research Interests:
This paper attempts to articulate some of the current thinking around conceptualisation of the South African National Qualifications Framework (NQF). It puts forward the idea of the South African NQF as a relational principle – an... more
This paper attempts to articulate some of the current thinking around conceptualisation of the South African National Qualifications Framework (NQF). It puts forward the idea of the South African NQF as a relational principle – an organizational principle facilitating relational thinking about the education and training system as a whole, and how its constituent parts relate to each other and to development and the world of work. The paper draws on Engestrom’s (1987) idea of an activity system where the NQF is described as a complex system constituted by a number of other, linked activity systems. The NQF incorporates but is far from being limited to being, a register of qualifications. Its goals are to: (1) create an integrated national framework for learning achievements; (2) facilitate access to and articulation and progression within education, training, and career paths; (3) enhance quality in the system; and (4) facilitate redress of past unfair discrimination – all of which have the higher aims of lifelong learning, and personal and economic development in the country. While these objectives have remained constant, the form of the South African NQF has shifted over time. The paper sketches some of the understandings of the South African NQF articulated over the 15 years of its existence – conceptualizations which may be analytically distinct but inter-relate in practice. The article draws on the concepts of pedagogic device (Bernstein 1996), socio-material (Fenwick 2010), and what has been termed ‘third generation cultural-historical activity theory (CHAT)’ (Hardman 2008; Olvitt 2010) to assist development of analytical categories for measuring the impact of the NQF, or, how South Africa is doing in relation to achieving NQF objectives.
Research Interests:
The development of National Qualifications Frameworks (NQFs) has become a world-wide phenomenon, not least in Southern Africa. There is a trend within Southern African Development Community (SADC) countries to implement qualifications... more
The development of National Qualifications Frameworks (NQFs) has become a world-wide phenomenon, not least in Southern Africa. There is a trend within Southern African Development Community (SADC) countries to implement qualifications frameworks, particularly in the technical vocational education and
training sectors. Mauritius, Namibia, Botswana, Tanzania, Zambia and the Seychelles are all at various stages of NQF development. The South African NQF, along with those of New Zealand and Scotland, was one of the pioneering first generation of NQFs. The countries that are now at an earlier stage of NQF implementation have the opportunity to learn from the successes and mistakes
of the first generation NQFs. The recent completion of the first cycle of the NQF Impact Study in South Africa has made a significant contribution to the identification of key lessons of NQF development that can be of benefit to second generation NQFs. Although initial results are only indicative, they represent a beginning of the process of developing a methodology for objective evaluation of the outcomes of NQF policy implementation. It is concluded that the measurement of the impact of the NQF on the South African education and
training system is particularly useful to policy and decision makers in SADC countries that either are considering, or are in the process of implementing, qualifications frameworks in their own countries.
training sectors. Mauritius, Namibia, Botswana, Tanzania, Zambia and the Seychelles are all at various stages of NQF development. The South African NQF, along with those of New Zealand and Scotland, was one of the pioneering first generation of NQFs. The countries that are now at an earlier stage of NQF implementation have the opportunity to learn from the successes and mistakes
of the first generation NQFs. The recent completion of the first cycle of the NQF Impact Study in South Africa has made a significant contribution to the identification of key lessons of NQF development that can be of benefit to second generation NQFs. Although initial results are only indicative, they represent a beginning of the process of developing a methodology for objective evaluation of the outcomes of NQF policy implementation. It is concluded that the measurement of the impact of the NQF on the South African education and
training system is particularly useful to policy and decision makers in SADC countries that either are considering, or are in the process of implementing, qualifications frameworks in their own countries.
Research Interests:
This brief reflective paper has been prepared as input for the UNESCO World Report on Technical and Vocational Education and Training (TVET) 2012. The paper is based on research that was conducted between 2009 and 2010 by the European... more
This brief reflective paper has been prepared as input for the UNESCO World Report on Technical and Vocational Education and Training (TVET) 2012. The paper is based on research that was conducted between 2009 and 2010 by the European Training Foundation that focused on the development of regional
qualifications frameworks in Southern Africa, Europe, Asia, the Caribbean and the Commonwealth (Keevy, Chakroun and Deij 2010). Drawing on these findings and updated information from more recent developments, the paper suggests that
regional qualifications frameworks are making an important contribution to the recognition of cross-border qualifications mainly through the introduction of outcome-based learning methodologies within the broader context of multilateral
recognition agreements. Importantly, the paper argues that regional qualifications frameworks should not be seen in isolation, but rather in relation to an array of existing recognition methodologies, including regional conventions, as well as
other multilateral recognition agreements. It is proposed that the referencing of national qualifications frameworks to a regional qualifications framework constitutes an important mechanism through which cross-border transparency, currency and portability of qualifications can be facilitated, that is, if the process is not limited to a technical exercise. The understanding of regional qualifications frameworks as “meta-frameworks” is also supported as a pragmatic mechanism to achieve regional objectives. The paper concludes by challenging those involved in improving the transparency and recognition of qualifications, including the TVET
sector, to make evidence-based decisions on the further development and implementation of both national and regional qualifications frameworks.
qualifications frameworks in Southern Africa, Europe, Asia, the Caribbean and the Commonwealth (Keevy, Chakroun and Deij 2010). Drawing on these findings and updated information from more recent developments, the paper suggests that
regional qualifications frameworks are making an important contribution to the recognition of cross-border qualifications mainly through the introduction of outcome-based learning methodologies within the broader context of multilateral
recognition agreements. Importantly, the paper argues that regional qualifications frameworks should not be seen in isolation, but rather in relation to an array of existing recognition methodologies, including regional conventions, as well as
other multilateral recognition agreements. It is proposed that the referencing of national qualifications frameworks to a regional qualifications framework constitutes an important mechanism through which cross-border transparency, currency and portability of qualifications can be facilitated, that is, if the process is not limited to a technical exercise. The understanding of regional qualifications frameworks as “meta-frameworks” is also supported as a pragmatic mechanism to achieve regional objectives. The paper concludes by challenging those involved in improving the transparency and recognition of qualifications, including the TVET
sector, to make evidence-based decisions on the further development and implementation of both national and regional qualifications frameworks.
Research Interests:
In this paper I attempt to move a step closer to understanding the social construct that we know as the South African National Qualifications Framework (NQF). My arguments are framed by the work of Foucault (1972), Freire (1985) and... more
In this paper I attempt to move a step closer to understanding the social construct that we know as the South African National Qualifications Framework (NQF). My arguments are framed by the work of Foucault (1972), Freire (1985) and Hacking (1999). I take as starting point the research findings of a detailed critique of the development and implementation of the South African NQF that I completed in September 2005 (Keevy, 2005). Importantly, I do not attempt to summarise the Foucauldian critique in any great detail, but rather attempt to push the boundaries of the research even further, beyond that which was possible in an already comprehensive and challenging study.
One finding in particular is revisited and further interrogated, namely that the NQF as a social construct is inextricably linked to power. Through a detailed qualitative analysis of empirical data I tried to show how the development and implementation of the South African NQF has in some way or other, always been associated with power manifestations; in some cases leading to positive effects, but in most having a seriously negative effect. My own experience in Southern African Development Community (SADC) countries, particularly in Angola and Mozambique, re-affirmed the South African findings. Following from the Foucauldian critique, my claim has been that the NQF’s affinity to power struggles is located in its essential nature, namely that of a social construct that is formed and influenced by stakeholder involvement. However, in an attempt to explore this claim, I have come to realise that the use of the term “social construct” is problematic in itself and that it is even used purely as a “liberating idea” by some to position themselves as radicals.
One finding in particular is revisited and further interrogated, namely that the NQF as a social construct is inextricably linked to power. Through a detailed qualitative analysis of empirical data I tried to show how the development and implementation of the South African NQF has in some way or other, always been associated with power manifestations; in some cases leading to positive effects, but in most having a seriously negative effect. My own experience in Southern African Development Community (SADC) countries, particularly in Angola and Mozambique, re-affirmed the South African findings. Following from the Foucauldian critique, my claim has been that the NQF’s affinity to power struggles is located in its essential nature, namely that of a social construct that is formed and influenced by stakeholder involvement. However, in an attempt to explore this claim, I have come to realise that the use of the term “social construct” is problematic in itself and that it is even used purely as a “liberating idea” by some to position themselves as radicals.
Research Interests:
What does it mean to recognise the competence of a teacher that migrates from the United Kingdom to Canada, from Barbados to New Zealand, or from South Africa to the United Arab Emirates? As increasing numbers of teachers migrate between... more
What does it mean to recognise the competence of a teacher that migrates from the United Kingdom to Canada, from Barbados to New Zealand, or from South Africa to the United Arab Emirates? As increasing numbers of teachers migrate between countries across the globe, often in search of greener pastures, but more recently with the global economic downturn returning to their countries of origin, a deeper understanding of their qualifications and the requirements which give these teachers the right to practice in the receiving countries has become essential. Critical questions we need to ask in this regard are whether the qualification of the migrant teacher tells us “enough” about the competence of the teacher? Will the teacher be able to function at a level comparable to local teachers? Does he have sufficient pedagogical and disciplinespecific training? Will she adhere to a
professional code of conduct? This brief article gives an account of some recent attempts that have been made to better understand qualifications and the extent to which this improved understanding is helpful to gauge the competence of migrant teachers.
professional code of conduct? This brief article gives an account of some recent attempts that have been made to better understand qualifications and the extent to which this improved understanding is helpful to gauge the competence of migrant teachers.
Research Interests:
While several roleplayers in the PSET system are moving towards the development of ICT-enabled solutions and platforms in South Africa to improve operational efficiency and governance, these developments are largely uncoordinated. The... more
While several roleplayers in the PSET system are moving towards the development of ICT-enabled solutions and platforms in South Africa to improve operational efficiency and governance, these developments are largely uncoordinated. The interface between these different developments lack interoperability and stands to benefit from improved coordination which will enhance efficiencies within the PSET system. This is in line with the decision for shared services to be developed across the SETAs in particular, but also in relation to the interface between SETAs, the DHET and other systems, including universities. What if we can use the disruptive technologies that have become so pervasive in the modern context to improve our education and skills systems? We now have the technology to develop self-sustaining electronic platforms for collaboration and learning opportunities, including the utilisation of data. These new digital ecosystems can provide us with limitless opportunities to rethink academic integrity, standards and qualifications in a new world based on the principles of interoperability. As authors based at a non-profit research organisation, and a Sector Education and Training Authority, we have been extremely privileged to be at the nexus of many of these developments.
Research Interests:
The focus of this paper is on new developments in the field of qualifications frameworks and how these trends relate to education and training policy, specifically TVET policy. The contribution is informed by a recent paper on policy... more
The focus of this paper is on new developments in the field of qualifications frameworks and how these trends relate to education and training policy, specifically TVET policy. The contribution is informed by a recent paper on policy rationales for qualifications frameworks which was co-authored by Mike Coles, James Keevy, Andrea Bateman and Jack Keating (Coles et al 2014:17). In our paper we made the point that not all qualifications frameworks are the same, with some described as " simply hierarchical classifications for levels of formal learning programmes and their associated qualifications and certificates " , while others are much more advanced and able to " play a role in facilitating stakeholder interactions, creating coherent qualifications systems, ensuring fit-for-purpose qualifications, supporting wider quality assurance processes, recognising learning gained outside formal education and training and for driving broader educational reforms…also [making] national qualifications systems more transparent to foreigners ". Despite some critical voices, qualifications frameworks have continued to be developed since the late 1980s and can now also be found across countries and regions. From a policy perspective, the evidence for their impact and role does, however, remain weak, even after more than three decades of implementation. In this paper the following three research questions will be addressed: 1. How is the impact of qualifications frameworks being measured? Is this evidence based and are the methodologies robust enough? What are the findings telling us? In this case I will draw on a current implementation evaluation of the South African NQF Act commissioned by the South African Department of Planning, Monitoring and Evaluation (DPME) that is being led by DNA Economics (2016) and involves various partners, including JET.
Research Interests:
South Africa is a society in the process of deepening post-apartheid democracy and combating historically high levels of unemployment. Several value-based issues are current in public debates in South Africa: democratic values; values of... more
South Africa is a society in the process of deepening post-apartheid democracy and combating historically high levels of unemployment. Several value-based issues are current in public debates in South Africa: democratic values; values of social cohesion; values of accountability; and importantly also how employers implicitly observe deficiencies in work values among young first time job entrants.
Research Interests:
The formal structuring of learning as ‘qualifications’ on the African continent may seem like a fairly recent phenomenon, possibly first considered only a few decades ago, and seemingly directly linked to numerous colonial influences that... more
The formal structuring of learning as ‘qualifications’ on the African continent may seem like a fairly recent phenomenon, possibly first considered only a few decades ago, and seemingly directly linked to numerous colonial influences that have influenced the continent. More recently, the development of qualifications frameworks as mechanisms through which qualifications are ordered and interrelated have featured in Africa. Today more than twenty African countries are actively engaged in qualifications framework development, including Ethiopia, the only African country never to be colonized, and generally regarded as the source of humanity some two million years ago. In this paper we reflect critically on the development of the Ethiopian National Qualifications Framework (ENQF) since 2007 by focusing on the following: (1) the extent to which the ENQF has been developed as an African initiative, suited to the Ethiopian context; (2) the ENQF design, including a brief overview of the development process to date; (3) progress made to date through consultations and pilot projects and the need to move from conceptualization to implementation. The paper concludes with insights that may be applicable to other African countries that are in the process, or considering, the implementation of a qualifications framework.
Research Interests:
The co-ordination of Recognition of Prior Learning (RPL) in South Africa must of necessity be approached in a systematic manner, and must be adequately resourced. Since the introduction of the National Qualifications Framework (NQF) in... more
The co-ordination of Recognition of Prior Learning (RPL) in South Africa must of necessity be approached in a systematic manner, and must be adequately resourced. Since the introduction of the National Qualifications Framework (NQF) in the country in 1996 (Republic of South Africa, Department of Education, 1995), RPL has received much attention. The Organisation for Economic Co-operation and Development (OECD) has pointed out that in the context of the first 15 years of the South African NQF, RPL implementation achieved ‘scattered’ ‘islands of good practice’ (OECD, 2009). RPL had not spread universally, and practitioners were generally relatively isolated at that point. The National RPL Conference: Bridging and expanding existing islands of excellent practice was hosted by SAQA in 2011 in an attempt to respond to the OECD findings. Between this event and the present, much has been achieved in terms of RPL development, including the drafting of the national Resolution and Working Document on RPL (SAQA, 2011); the establishment of a Ministerial RPL Task Team and its extensive work; revision of national RPL policy based on 15 years of implementation and research; and expansion of the co-ordination of national RPL initiatives. The report of the Ministerial RPL Task Team, completed in January 2013, makes the case for state- and employer-driven funding and resourcing models for RPL, as well as for a national RPL institute that will be involved in a range of co-ordinating activities (Department of Higher Education and Training [DHET], 2013).
During this period of renewed attention on RPL, SAQA has been approached by a range of entities to support the implementation of RPL in key sectors. Examples include the agricultural sector, auto-motor artisanal work, correctional services, defence, transport, community development, policing, public service, sporting and others. These strategic RPL projects have been carefully considered by SAQA based on the extent to which they can be taken to scale and comprise key sectors for national development (Michelson 2012). This paper offers critical reflections on RPL developments to date and the strategic RPL projects co-ordinated by SAQA by drawing on the research collaboration between SAQA and the University of the Western Cape (UWC) (Ralphs, Cooper, Deller and Moodley, 2014) and locating this within the broader context of the revised national RPL policy (SAQA, 2013).
During this period of renewed attention on RPL, SAQA has been approached by a range of entities to support the implementation of RPL in key sectors. Examples include the agricultural sector, auto-motor artisanal work, correctional services, defence, transport, community development, policing, public service, sporting and others. These strategic RPL projects have been carefully considered by SAQA based on the extent to which they can be taken to scale and comprise key sectors for national development (Michelson 2012). This paper offers critical reflections on RPL developments to date and the strategic RPL projects co-ordinated by SAQA by drawing on the research collaboration between SAQA and the University of the Western Cape (UWC) (Ralphs, Cooper, Deller and Moodley, 2014) and locating this within the broader context of the revised national RPL policy (SAQA, 2013).
Research Interests:
The South African National Qualifications Framework (NQF) is a first generation framework that has been developed since the 1990s and has been subjected to on-going review since its inception. This has included both externally initiated... more
The South African National Qualifications Framework (NQF) is a first generation framework that has been developed since the 1990s and has been subjected to on-going review since its inception. This has included both externally initiated processes, such as by the Departments of Education and Labour, and an internal evaluation process, the NQF impact study, initiated by the South African Qualifications Authority (SAQA). This paper provides a critical account of the review processes drawing on the language of the now well-established conceptual framework for qualifications frameworks developed since 2004 (Tuck et al 2004, Raffe 2005 and 2009, Keevy 2005, Coles 2006, Allais et al 2009). The paper argues that transforming NQFs that challenge existing practices, such as in the South African case, are inevitably and continually reviewed as they become inextricably linked to power struggles. In this regard South Africa is an interesting case study in that the critical voices, which are in most other countries on the periphery, continue to influence policy at the centre of the education and training debates. Drawing on the most recent debates on articulation and pathways in South Africa, the paper shows that these power struggles have compounded the review processes and contributed directly to an education and training landscape that has become unnecessarily cluttered and difficult to navigate by learners. The closing section of the paper provides some considerations for the review of NQFs in general, as well as specific suggestions for the review of the Namibian NQF.
Research Interests:
Modern society attributes great value to qualifications as agreed and trusted proxy for the competencies and skills of individuals (Keating 2008). The global spread of national, regional and transnational qualifications frameworks to... more
Modern society attributes great value to qualifications as agreed and trusted proxy for the competencies and skills of individuals (Keating 2008). The global spread of national, regional and transnational qualifications frameworks to organise qualifications in a manner that increases transparency and international comparability bears testimony to this fact, as does the prominent role of credential evaluation agencies in societies to translate foreign credentials into locally accepted currency. To date the relationship between credential evaluation and qualifications frameworks remains largely unexplored (NQAI 2010) and confronted by a range of criticisms: it is argued that qualifications remain at best, only limited proxies for competencies and skills; qualifications frameworks are criticized for not delivering on the promises of increased comparability and transparency; and credential evaluation methodologies are criticized for being opaque and outdated, susceptible to political influences. This paper elaborates on some of these aspects as it attempts to show the benefits of a closer relationship between credential evaluation and qualifications frameworks. In particular the paper draws on the South African experiences of qualifications framework development since the 1980s, and the establishment of a credential evaluation function that started in the 1950s. Based on these experiences, and considering also the related international developments, the paper concludes with suggestions for positioning credential evaluation practices in the context of qualifications frameworks.
Research Interests:
The South African National Qualifications Framework (NQF) is an integrated framework. All levels (from basic to higher education), sectors (such as schooling, both public and private) and types of qualifications (such as academic,... more
The South African National Qualifications Framework (NQF) is an integrated framework. All levels (from basic to higher education), sectors (such as schooling, both public and private) and types of qualifications (such as academic, vocational and professional) are integrated into a single national system. This strong integrative approach was initially proposed to replace the fragmented system with a coherent structure that would bridge divisions between sectors of learning, most notably the entrenched differences in parity of esteem between general education and vocational education and training. Despite these noble intentions, the extremely unified Scope of the South African NQF has remained a major point of contention. One example of the problems faced as a result of the unified Scope of the NQF has been the classification of qualifications into 23 different types or categories - one such type being ‘professional qualifications’. In 2006, faced with increasing pressure from professional bodies to review the status of these professional qualifications, SAQA initiated research to investigate the 426 qualifications currently categorised as ‘professional’ on the NQF (SAQA, 2006). As part of the research project the researcher was required to make a recommendation on the inclusion or exclusion of these 426 qualifications on the NQF. In this paper I briefly present the findings of the empirical research on the inclusion of professional qualifications on the NQF and then ask what the implications of the research recommendations are for work-integrated learning in South Africa.
Research Interests:
How radical is it to consider that any member of the public can post a qualification standard on a website, another can edit the same standard and anyone can update it on a regular basis? Even more radically, can such an approach be... more
How radical is it to consider that any member of the public can post a qualification standard on a website, another can edit the same standard and anyone can update it on a regular basis? Even more radically, can such an approach be accommodated in
national-, transnational- or regional qualifications frameworks? In our paper we try to open this debate to a broader audience by taking two opposite positions: Paul, with a background in the Wiki environment, argues that the development and maintenance of
standards can be supported through ongoing general consensus, much like a WikiPedia article, and that daily changes to such standards simply reflect the natural daily changes in the world. James, with a background in qualifications framework
development, argues that standards can only be developed by expert practitioners located in specific communities of practice.
national-, transnational- or regional qualifications frameworks? In our paper we try to open this debate to a broader audience by taking two opposite positions: Paul, with a background in the Wiki environment, argues that the development and maintenance of
standards can be supported through ongoing general consensus, much like a WikiPedia article, and that daily changes to such standards simply reflect the natural daily changes in the world. James, with a background in qualifications framework
development, argues that standards can only be developed by expert practitioners located in specific communities of practice.
Research Interests:
Since the late 1990s, South Africa, together with Australia, New Zealand, Scotland and Ireland has made up a group of the so-called ‘first generation’ countries that have implemented National Qualifications Frameworks (NQFs). Today,... more
Since the late 1990s, South Africa, together with Australia, New Zealand, Scotland and Ireland has made up a group of the so-called ‘first generation’ countries that have implemented National Qualifications Frameworks (NQFs). Today, nearly twenty years later, more than 50 countries and at least three regions are at various stages of implementing qualifications frameworks, while many others are considering following the same route. In this paper we reflect on the most recent developments in South Africa, most notably the imminent shift from an NQF that has attempted to integrate all aspects of the South African education and training system, to a comprehensive linked NQF that will be able to accommodate at least three different sub-frameworks, though with clear articulation routes between each: (1) one for higher education, (2) another for schooling and public further education and training, and (3) another for trades and occupations. In this paper we focus our attention on the third case, namely the emerging sub-framework for trades and occupations and reflect on the extent to which this sub-framework will contribute to the evolution of the South African NQF. In conclusion, we consider how an improved understanding of these recent developments in South Africa can contribute to the development of TVET as more countries consider NQFs, and as the SADC region moves towards the development of a regional qualification framework.
Research Interests:
The challenges associated with the recognition and transferability of qualifications internationally are not new and remain closely interrelated with the increased migration of skilled professionals. Starting from early vocational... more
The challenges associated with the recognition and transferability of qualifications internationally are not new and remain closely interrelated with the increased migration of skilled professionals. Starting from early vocational apprenticeships to the increased need for skilled people that emerged in the 20th century, the paper considers how the shift to human capital theory and technological development gave rise to credentialism and the emergence of national, regional and transnational qualifications frameworks. Expanding on research into the recognition of teacher qualifications in the Commonwealth (SAQA 2006 and SAQA 2009) the paper attempts to contribute new thinking to the ongoing challenge of managing the migration of skilled professionals such as teachers. It does this by reflecting on the extent to which qualifications can be compared and recognised across countries, and by considering the extent to which qualifications are socially valued.
Research Interests:
Qualifications framework development is a fairly recent feature on the global education and training agenda. Across the world many countries and regions are now not only talking about qualifications frameworks, but are either already... more
Qualifications framework development is a fairly recent feature on the global education and training agenda. Across the world many countries and regions are now not only talking about qualifications frameworks, but are either already implementing national, regional and even transnational qualifications frameworks, or at the very least, are engaged in initial exploratory discussions, feasibility studies and drafting of concept documents. The African continent is no exception: South Africa, Namibia and Mauritius are at advanced stages of implementation, the SADC region is considering a regional qualifications framework, Ethiopia is at an early stage of implementation and the Seychelles is well advanced, to mention but a few. Underlying this trend towards qualifications frameworks by governments across the world, including developing countries in Africa, and with support from a range of international organisations such as the ILO, UNDP, EU, World Bank and UNESCO, a critique of qualifications frameworks is also emerging; a critique that has been particularly constructive, during the development and the implementation of the South African national qualifications framework is one case in point. Considering the global trend, and the emerging critique, we use this paper to critically reflect on the current state and possible future development and implementation of qualifications frameworks within Africa.
Research Interests:
This paper has been prepared by four authors from diverse organisations, but with a common interest in the development and delivery of professional qualifications. The paper presents a case study of the collaboration between a... more
This paper has been prepared by four authors from diverse organisations, but with a common interest in the development and delivery of professional qualifications. The paper presents a case study of the collaboration between a professional body (The Insurance Institute of South Africa), a private further education and training provider (The Academy of Learning South Africa) and a higher education provider (The University of South Africa). The case study is located within the context of the SAQA initiative to consider how best professional qualifications can be included on the National Qualifications Framework , and the implications of this process for professional bodies and education and training providers. In particular, the paper explores the changing role of the non-statutory professional body in the South African context as it considers the extent and manner in which such professional bodies collaborate with both public and private education and training providers in an attempt to remain relevant to their professions, and to ensure compliance with increased regulatory requirements.
Research Interests:
This discussion paper provides the background to the developments leading up to the possibility of the South African Qualifications Authority (SAQA) acting as an incubator for a national Recognition of Prior Learning (RPL) coordinating... more
This discussion paper provides the background to the developments leading up to the possibility of the South African Qualifications Authority (SAQA) acting as an incubator for a national Recognition of Prior Learning (RPL) coordinating mechanism for the period 2013-2018. The paper provides some reflections on how SAQA could take up this responsibility and includes a consideration of SAQA’s role in terms of the National Qualifications Framework (NQF) Act of 2008, current RPL projects which SAQA is involved in, suggestions for benchmarking with similar international RPL organisations, as well as initial thoughts on the necessary human and financial resources that will be required should SAQA take on this responsibility in the near future. The discussion paper has been developed as a proactive measure in response to a possible recommendation from the Ministerial Task Team on RPL that SAQA be tasked to set up the national coordinating mechanism for RPL. At the time that this paper is being prepared (October 2012) this matter has not yet been decided and the paper is therefore of an exploratory nature only, in order to prepare SAQA should this possibility be realised.
The paper will be presented to an international audience at a workshop during the Canadian Association for Prior Learning Assessment (CAPLA) conference that will take place from 21-23 October 2012 in Halifax. The main objectives of the workshop will be to:
• Reflect on the relationship between RPL and qualifications frameworks in general
• Share the South African RPL experience since 1995, and in particular, initiate debate on different ways in which RPL can be coordinated at a country level with the view of gaining new insights that may be applied to the current South African context
The paper will be presented to an international audience at a workshop during the Canadian Association for Prior Learning Assessment (CAPLA) conference that will take place from 21-23 October 2012 in Halifax. The main objectives of the workshop will be to:
• Reflect on the relationship between RPL and qualifications frameworks in general
• Share the South African RPL experience since 1995, and in particular, initiate debate on different ways in which RPL can be coordinated at a country level with the view of gaining new insights that may be applied to the current South African context
Research Interests:
National qualifications frameworks (NQFs) have become a global phenomenon since first established in the late 1980s and early 1990s in a handful of countries which included Australia, New Zealand, England, Scotland, Wales, France and of... more
National qualifications frameworks (NQFs) have become a global phenomenon since first established in the late 1980s and early 1990s in a handful of countries which included Australia, New Zealand, England, Scotland, Wales, France and of course, also South Africa. These “first generation” NQFs developed mainly as a response to concerns from employers that formal learning did not adequately prepare learners for employment, and as an alternative, provided a route through which the wholesale independence of education and training providers could be challenged. The renewed focus on lifelong learning and on the formal recognition of learning, independent of how and where such learning took place, during this period strongly influenced the design of these early NQFs. In addition, there existed a perception at the time that different types of learning, specifically academic and vocational learning, could become less distinct. During this period, the promise of what an NQF would be able to do was ambitious, to say the least (McBride and Keevy 2010). Notwithstanding the paucity of empirical data to verify these promises in the years that followed, and notably also valid concerns by sceptics, countries and regions across the globe proceeded to develop qualifications frameworks at a pace. Indications at present are that more than 150 countries are developing NQFs (also referred to as second and third generation NQFs), while five regions are developing regional qualifications frameworks, and at least one transnational qualifications framework is being considered (UNESCO 2011).
It is within this global context that South Africa reviewed its NQF between 2002 and 2008, while similar reviews have taken place in other early generation NQFs, such as England, Australia and New Zealand to mention but a few. Importantly, the objectives of the South African NQF have not changed as they remain focused on integration, access, quality, redress and development.
At least three important questions come to mind as we look to the future:
1. How long will NQFs offer countries such as South Africa, the most effective route through which to achieve integration, access, quality, redress and development within and across the education and training system? Are there better “technologies” available? If so, what are they?
2. If NQFs represent the best technology available, what can we do to maximise their potential? How does it help us to understand an NQF as a relational device (Bolton and Keevy 2012)? How does the NQF enhance relationships between different parts of the education and training system?
3. What is the impact of an NQF, essentially as a mechanism to formally recognise learning, on the valuing of non-formal and informal learning? Through the introduction of recognition of prior learning (RPL) a bridge has been created between the formal system (the NQF) and learning that takes place outside of the formal system, but does this mean that learning only has value when it is “NQFised”?
It is within this global context that South Africa reviewed its NQF between 2002 and 2008, while similar reviews have taken place in other early generation NQFs, such as England, Australia and New Zealand to mention but a few. Importantly, the objectives of the South African NQF have not changed as they remain focused on integration, access, quality, redress and development.
At least three important questions come to mind as we look to the future:
1. How long will NQFs offer countries such as South Africa, the most effective route through which to achieve integration, access, quality, redress and development within and across the education and training system? Are there better “technologies” available? If so, what are they?
2. If NQFs represent the best technology available, what can we do to maximise their potential? How does it help us to understand an NQF as a relational device (Bolton and Keevy 2012)? How does the NQF enhance relationships between different parts of the education and training system?
3. What is the impact of an NQF, essentially as a mechanism to formally recognise learning, on the valuing of non-formal and informal learning? Through the introduction of recognition of prior learning (RPL) a bridge has been created between the formal system (the NQF) and learning that takes place outside of the formal system, but does this mean that learning only has value when it is “NQFised”?
Research Interests:
I have prepared these reflections at an important juncture in the evolution of South African National Qualifications Framework (NQF), a juncture at which the NQF has undergone more than ten years of development implementation, and notably... more
I have prepared these reflections at an important juncture in the evolution of South African National Qualifications Framework (NQF), a juncture at which the NQF has undergone more than ten years of development implementation, and notably also subjected to almost the same number of years of intense criticism and protracted review. The reflections are mainly of a personal nature and do not claim to offer any inspiring new insights into the challenges faced by policy makers or assessment practitioners. In my tenure as researcher involved in NQF development in South Africa, in the Southern African Development Community (SADC) as well as in a number of other countries and regions, I have thought it useful to at this time attempt to follow some of the threads that make up the current NQF tapestry, focusing in particular on the impact on assessment practices.
Research Interests:
The shortage of critical skills in South Africa has been part of the skills development debate in this country for some time. As the country is preparing for the FIFA World Cup in 2010 and more skilled workers are needed, this debate has... more
The shortage of critical skills in South Africa has been part of the skills development debate in this country for some time. As the country is preparing for the FIFA World Cup in 2010 and more skilled workers are needed, this debate has been elevated to another level, with serious concerns being raised as to why we find ourselves in this precarious situation. Through initiatives such as the Shared and Accelerated Skills Growth Initiative of South Africa (ASGISA), government has shown that it is aware of the problem and that something needs to be done. One avenue for addressing the skills shortages in South Africa, particularly in the area of critical skills, is foreign recruitment. Of course this option has its own challenges and implications for the source countries, the recruiting countries and, most importantly, also for the workers.
In this paper we reflect on some of these challenges and implications from the perspective of the South African Qualifications Authority. We present some of the initial data on applications for the evaluation of foreign qualifications submitted between June and October 2006 and, in responding to the question whether foreign recruitment provides the answer to the shortage of critical skills in South Africa, make a case for the long-term management of foreign skills recruitment in South Africa through two routes:
(1) A more coordinated approach to the recognition of the qualifications of migrant workers, facilitated in part through the establishment of national and regional qualifications frameworks; and
(2) The protection of the integrity of national systems through the effective collection of data on the evaluation and recognition of foreign qualifications, which may lead to the development of improved recruitment and migration policies.
In this paper we reflect on some of these challenges and implications from the perspective of the South African Qualifications Authority. We present some of the initial data on applications for the evaluation of foreign qualifications submitted between June and October 2006 and, in responding to the question whether foreign recruitment provides the answer to the shortage of critical skills in South Africa, make a case for the long-term management of foreign skills recruitment in South Africa through two routes:
(1) A more coordinated approach to the recognition of the qualifications of migrant workers, facilitated in part through the establishment of national and regional qualifications frameworks; and
(2) The protection of the integrity of national systems through the effective collection of data on the evaluation and recognition of foreign qualifications, which may lead to the development of improved recruitment and migration policies.
Research Interests:
Today, after some 15 years of development and implementation, the South African NQF is understood as a “C3” framework that aims to promote communication, coordination and collaboration across education, training and work (Parker & Walters... more
Today, after some 15 years of development and implementation, the South African NQF is understood as a “C3” framework that aims to promote communication, coordination and collaboration across education, training and work (Parker & Walters 2008). Today the ambitious purposes of the NQF that were foregrounded by the architects of the NQF in the late 1980s have made way for a more modest and pragmatic approach wherein the NQF is seen as an important lever in the larger education and training landscape, but not the only. While there is some debate, and differing opinions, whether the original strong transformative purpose of the NQF was necessary at the time (see Raffe 2009), and more so the extent to which any substantial impact was achieved (see SAQA 2006), there is no doubt that a step change has occurred. The original NQF (also referred to as NQF 1.0) has now made place for a new NQF (NQF 2.0), that builds on the lessons learnt, and that accommodates three sectoral sub-frameworks. Coupled to the new architecture and more modest ambitions of NQF 2.0, it is my view that a gradual migration has taken place away from strong behaviorist thinking that promoted the decontextualised codification of learning removed from the worlds of work, curriculum and professions (SAQA 2000, also see Moll 2009), in part influenced by the dominant outcomes-based education discourse in South Africa at the time, towards that of the constructivist thinking, in this case, influenced by the emerging recognition of the importance of contextualized learning (see Wenger 1998 and Illeris 2004). In this paper I attempt to map out this change in approach within the NQF to both the codification of learning, and to the context where the learning takes place; in other words, the extent to which C2 (codification and contextualization) has become embedded in an understanding of the NQF as C3 (communication, coordination and collaboration).
Research Interests:
South Africa is a member of a small group of countries that have successfully developed and implemented first generation qualifications frameworks. Together with the five other Anglophone countries, England, Scotland, Ireland, New Zealand... more
South Africa is a member of a small group of countries that have successfully developed and implemented first generation qualifications frameworks. Together with the five other Anglophone countries, England, Scotland, Ireland, New Zealand and Australia, the development of the South African qualifications framework was strongly influenced by English competency-models and Scottish emphasis on lifelong learning and preference for an outcomes-based approach prevalent in the 1980s and early 1990s. Even though the socio-economic and political contexts in the countries differed at the time, qualifications frameworks presented the opportunity to each to address longstanding national education and training challenges in a seemingly effective and efficient manner. Today, some twenty years later, more than 100 countries and at least three regions, including the European Union, have opted to follow the same route as a third generation of qualifications frameworks is emerging. In this paper I draw on the South African experience, including our participation in the Southern African region, as I critically reflect on three key areas: the evolution of the qualifications framework between 1995 and 2009; the relationship between lifelong learning and the new generation of qualifications frameworks; and the extent to which evidence-based research into qualifications frameworks can contribute to current thinking on qualifications frameworks in a globalised world.
Research Interests:
In this paper I discuss the concept of a National Qualifications Framework (NQF) and focus in particular on the development of the Southern African Development Community (SADC) regional qualifications framework. In presenting this update... more
In this paper I discuss the concept of a National Qualifications Framework (NQF) and focus in particular on the development of the Southern African Development Community (SADC) regional qualifications framework. In presenting this update of some of the most recent developments and debates in SADC, I also consider how the regional framework can contribute to the improved comparability of TVET qualifications in the region and focus on the role of the private sector. As part of this discussion I explore the meaning of ‘comparability’ in the context of qualifications frameworks as I reflect on a similar initiative in the Commonwealth context.
Research Interests:
This paper explores the current status of teaching in the Commonwealth based on current research in South Africa and the broader Commonwealth context: a study conducted by the South African Qualifications Authority and commissioned by the... more
This paper explores the current status of teaching in the Commonwealth based on current research in South Africa and the broader Commonwealth context: a study conducted by the South African Qualifications Authority and commissioned by the Commonwealth Secretariat (SAQA & Commonwealth Secretariat 2006 & 2009) on teacher qualifications and professional status, the results of which will be presented at 17CCEM; as well as earlier research into professional qualifications in the context of
the South African National Qualifications Framework (SAQA 2006). Drawing on this research the paper argues that although teaching in the Commonwealth may generally be practiced by “noble” individuals (that is dignified, decent, good and self-sacrificing teachers), the professionalisation of the teaching profession is lacking in many Commonwealth countries (teachers are not always regarded as experts requiring extensive training and certification, much less professional licensing). The paper concludes with considerations for improving the status of teaching in the Commonwealth through the establishment and
strengthening of professional teacher associations and by recognising “teacher” as a professional designation; a designation that signals that an individual not only has the right to practice as a teacher, but also that society has the confidence that such a teacher is a member of community which aspires to be dignified and self-sacrificing; a teacher that is specialised, skilled, certified and licensed to practice.
the South African National Qualifications Framework (SAQA 2006). Drawing on this research the paper argues that although teaching in the Commonwealth may generally be practiced by “noble” individuals (that is dignified, decent, good and self-sacrificing teachers), the professionalisation of the teaching profession is lacking in many Commonwealth countries (teachers are not always regarded as experts requiring extensive training and certification, much less professional licensing). The paper concludes with considerations for improving the status of teaching in the Commonwealth through the establishment and
strengthening of professional teacher associations and by recognising “teacher” as a professional designation; a designation that signals that an individual not only has the right to practice as a teacher, but also that society has the confidence that such a teacher is a member of community which aspires to be dignified and self-sacrificing; a teacher that is specialised, skilled, certified and licensed to practice.
Research Interests:
The South African Development Community (SADC) and European Union (EU) have both recently taken steps towards the creation of regional qualifications frameworks, embracing the qualification systems of their respective member states. The... more
The South African Development Community (SADC) and European Union (EU) have both recently taken steps towards the creation of regional qualifications frameworks, embracing the qualification systems of their respective member states. The SADC Integrated Council of Ministers approved the development of the SADC Qualifications Framework (SADCQF) as recently as June 2005, while the EU Heads of Government requested the creation of the European Qualifications Framework (EQF) in March 2005. Although it may be argued that the SADCQF and EQF are simply logical developments from, and synthesis of the development of sectoral qualifications systems, national qualifications frameworks (NQFs) and international sectoral frameworks, we attempt to take a closer and more critical look at the similarities and differences between these two regional frameworks. In addition to providing a brief overview of the developments leading up to the establishment of the SADCQF and EQF we focus on the “meta-framework” interpretation that is widely used in the European context for the EQF, but not in SADC. By interrogating the differences and similarities between the SADCQF and EQF we ask why meta-frameworks are emerging and how they differ from regional qualifications frameworks. Finally, we discuss the proposition that, in an era of globalisation, the meta-framework will become a very significant part of the context of NQF development and we consider the opportunities and threats inherent in these developments.
Research Interests:
What does it mean to recognise the qualifications of a teacher awarded in the United Kingdom when the teacher migrates to Canada, from Barbados to New Zealand, or from South Africa to the Cameroon? As increasing numbers of teachers... more
What does it mean to recognise the qualifications of a teacher awarded in the United Kingdom when the teacher migrates to Canada, from Barbados to New Zealand, or from South Africa to the Cameroon? As increasing numbers of teachers migrate between countries in the Commonwealth, often in search of greener pastures, but more recently with the global economic downturn, also returning to their countries of origin, a deeper understanding of the qualifications and requirements which give these teachers the right to practice has become essential.
This article draws on the findings of a recent research initiative on teacher qualification in the Commonwealth undertaken by the South African Qualifications Authority in collaboration with the Commonwealth Secretariat (SAQA & Commonwealth Secretariat 2009). The study is located within the broader context of the Commonwealth Teacher Recruitment Protocol (Commonwealth Secretariat 2004) which provides a pan-Commonwealth framework wherein the challenges of teacher migration and equitable employment practices are being addressed in a systematic and collaborative manner. The study followed from initial research completed in 2006 (SAQA & Commonwealth Secretariat) that was reported on at the 16th Conference of Commonwealth Education Ministers in Cape Town, December 2006.
This article draws on the findings of a recent research initiative on teacher qualification in the Commonwealth undertaken by the South African Qualifications Authority in collaboration with the Commonwealth Secretariat (SAQA & Commonwealth Secretariat 2009). The study is located within the broader context of the Commonwealth Teacher Recruitment Protocol (Commonwealth Secretariat 2004) which provides a pan-Commonwealth framework wherein the challenges of teacher migration and equitable employment practices are being addressed in a systematic and collaborative manner. The study followed from initial research completed in 2006 (SAQA & Commonwealth Secretariat) that was reported on at the 16th Conference of Commonwealth Education Ministers in Cape Town, December 2006.
Research Interests:
The South African National Qualifications Framework (NQF) is a comprehensive system for the classification, registration, publication and articulation of quality assured national qualifications. When it comes to teaching, the NQF also... more
The South African National Qualifications Framework (NQF) is a comprehensive system for the classification, registration, publication and articulation of quality assured national qualifications. When it comes to teaching, the NQF also classifies, registers and publishes teacher qualifications, but the extent to which these qualifications contribute to an articulated and integrated education and training system requires careful interrogation. In our contribution we look at this important issue from the perspective of the South African Qualifications Authority, which works closely with the different role-players in this field, including the Departments of Higher Education and Training and Basic Education, the Council on Higher Education and the South African Council for Educators. We will discuss the strengths and weaknesses in the current bouquet of teacher qualifications available in South Africa as described in the NQF policy: Minimum Requirements for Teacher Education Qualifications (hereafter referred to as the policy) that was gazetted in July 2011. The policy is considered from the following five perspectives:
• policy coherence - specifically the placement of the policy within the NQF legislation.
• international benchmarking - a comparison of the initial teacher qualifications contained in the policy and the qualifications offered in other Commonwealth countries.
• qualifications for Early Childhood Development (ECD) teachers – here we look specifically at the limitations the policy places on articulation with qualifications for Grade R teachers.
• professional development – in this instance we look at the role of the South African Council for Educators as we propose a distinction between employment and professional conditions for teachers in the policy.
• funding the development of teachers – this section considers the call for teacher development provision for state-employed teachers to be properly funded as a national competence.
The paper ends with key observations considering the strong recommendations from the National Planning Commission (NPC 2012) for a focus on the professional development of teachers and for improved coordination between the different sectors and departments responsible for ECD.
• policy coherence - specifically the placement of the policy within the NQF legislation.
• international benchmarking - a comparison of the initial teacher qualifications contained in the policy and the qualifications offered in other Commonwealth countries.
• qualifications for Early Childhood Development (ECD) teachers – here we look specifically at the limitations the policy places on articulation with qualifications for Grade R teachers.
• professional development – in this instance we look at the role of the South African Council for Educators as we propose a distinction between employment and professional conditions for teachers in the policy.
• funding the development of teachers – this section considers the call for teacher development provision for state-employed teachers to be properly funded as a national competence.
The paper ends with key observations considering the strong recommendations from the National Planning Commission (NPC 2012) for a focus on the professional development of teachers and for improved coordination between the different sectors and departments responsible for ECD.
Research Interests:
In September 2004 the Working Group of the Southern African Development Community (SADC) Technical Committee on Accreditation and Certification released a draft concept document entitled ‘Guidelines for a Qualifications Framework for the... more
In September 2004 the Working Group of the Southern African Development Community (SADC) Technical Committee on Accreditation and Certification released a draft concept document entitled ‘Guidelines for a Qualifications Framework for the SADC Region’. The Committee calls for the establishment of a SADC Regional Qualifications Framework (SADCQF) by 2010 and outlines the proposed principles, functions, roles and responsibilities thereof. Furthermore, the Committee proposes the establishment of a SADC Qualifications Agency that would be responsible for implementing the objectives and principles of the SADCQF. At the time of the release of this concept document, various other national qualification frameworks have been implemented across the world, with varying degrees of success: each framework with unique characteristics and a unique context.
The purpose of our paper is twofold: Firstly, we would like to encourage debate on the proposed SADCQF by presenting participants an overview of the proposals contained in the draft concept document. Secondly, and also more importantly, we will attempt to show how the differences (sometimes intentional, other times forced by contestations) between National Qualifications Frameworks (NQFs) contribute to their effective implementation. In this process we will compare more than ten different NQFs. We will argue that as is presently the case in the European Union, the time is most opportune to pursue this important initiative. The improved political climate and stability in the SADC region, combined with the more than seven years of preparatory work by the Technical Committee on Accreditation and Certification, has created a platform from which a SADCQF can develop and mature with the full support of the SADC member states. This sentiment is echoed throughout the concept document:
Going beyond this preparatory work, there would appear to be pressures from the broader context to forge ahead. In spite of local setbacks, the prospects for greater regional and African integration have been increasingly positive in the past year (TCCA, 2004: 23).
The purpose of our paper is twofold: Firstly, we would like to encourage debate on the proposed SADCQF by presenting participants an overview of the proposals contained in the draft concept document. Secondly, and also more importantly, we will attempt to show how the differences (sometimes intentional, other times forced by contestations) between National Qualifications Frameworks (NQFs) contribute to their effective implementation. In this process we will compare more than ten different NQFs. We will argue that as is presently the case in the European Union, the time is most opportune to pursue this important initiative. The improved political climate and stability in the SADC region, combined with the more than seven years of preparatory work by the Technical Committee on Accreditation and Certification, has created a platform from which a SADCQF can develop and mature with the full support of the SADC member states. This sentiment is echoed throughout the concept document:
Going beyond this preparatory work, there would appear to be pressures from the broader context to forge ahead. In spite of local setbacks, the prospects for greater regional and African integration have been increasingly positive in the past year (TCCA, 2004: 23).
Research Interests:
We have prepared this paper as four practitioners located in two African qualifications authorities that have collaborated in the area of qualifications framework development since 2004. We give an overview of the development of... more
We have prepared this paper as four practitioners located in two African qualifications authorities that have collaborated in the area of qualifications framework development since 2004. We give an overview of the development of occupationally-directed qualifications in the two countries to date, recognising that in the Seychelles a strong emphasis is placed on a competency-based approach, while in South Africa an outcomes-based approach has been favoured. Comparing the two approaches and the current debates in each country, and recognising that significant contextual differences exist between the Seychelles and South Africa, we attempt to identify common challenges faced in the two countries as well as possible ways in which such challenges can be addressed.
Research Interests:
The South African Qualifications Authority (SAQA) has completed two cycles of a longitudinal comparative study that aims to measure the impact of the South African National Qualifications Framework (NQF) on the transformation of education... more
The South African Qualifications Authority (SAQA) has completed two cycles of a longitudinal comparative study that aims to measure the impact of the South African National Qualifications Framework (NQF) on the transformation of education and training. Cycle 1, completed in 2004, focused mainly on the development of the research design and included a pilot study. Cycle 2 was completed in 2005 and included the establishment of baseline date against which the progress of the NQF can be measured . Cycle 3 will commence in the second half of 2006. Once completed, the Cycle 3 results will be compared with the baseline data from Cycle 2 in order to make the first comparative judgement of the impact of the NQF. In this paper I briefly summarise the results of the first two cycles and present the planned execution of Cycle 3. More importantly though, I consider the role of such an in-house research survey and the danger of it being perceived as propaganda, or even legitimisation of organisational policy decisions. In conclusion I propose a number of suggestions on how best such concerns will be addressed in Cycle 3 of the NQF Impact Study.
Research Interests:
I have prepared this paper in my capacity as guest of the Seychelles Qualifications Authority (SQA) at its National Conference in September 2006. As stated in the Conference discussion document (SQA, 2006:1), this conference aims to... more
I have prepared this paper in my capacity as guest of the Seychelles Qualifications Authority (SQA) at its National Conference in September 2006. As stated in the Conference discussion document (SQA, 2006:1), this conference aims to “achieve national consensus on the main principles which should underpin the National Qualifications Framework [NQF]” as a first stage of the development of the framework.
Research Interests:
In March 2006 Southern African Development Community (SADC) Ministers of Higher Education, at their meeting in Kasane, Botswana, mandated the SADC Technical Committee on Accreditation and Certification to assist Member States to... more
In March 2006 Southern African Development Community (SADC) Ministers of Higher Education, at their meeting in Kasane, Botswana, mandated the SADC Technical Committee on Accreditation and Certification to assist Member States to ‘establish and develop their national quality assurance systems within one year, as a first step towards the establishment of national qualifications frameworks and a SADC [regional] qualifications framework’ (SADC, 2006). Working on the development of the SADC regional qualifications framework since 1997, the Technical Committee recognised that this decision was an important step towards the establishment of the regional framework. In this paper, and in my capacities as both member of the SADC Technical Committee, and researcher at the South African Qualifications Authority, I present an overview of some of the key developments that have led to the March 2006 Ministerial decision. In particular, I critically consider the extent to which the South African National Qualifications Framework (NQF) has emerged as the main driver for developing qualifications frameworks in the SADC region.
Research Interests:
Since the late 1990s, South Africa, together with Australia, New Zealand, Scotland and Ireland have made up a group of the so-called ‘first generation’ countries that have implemented National Qualifications Frameworks (NQFs). Today, more... more
Since the late 1990s, South Africa, together with Australia, New Zealand, Scotland and Ireland have made up a group of the so-called ‘first generation’ countries that have implemented National Qualifications Frameworks (NQFs). Today, more than ten years on, more than 50 countries and at least three regions are at various stages of implementing qualifications frameworks, while many others are considering following the same route. Evident in both the first generation countries, and in the other countries and regions that have opted for qualifications frameworks, is recognition that qualifications frameworks are designed to suit the context and needs of the particular country or region; stated differently, all qualifications frameworks are not identical. Another observation that is evident in the international context, and even more acutely in South Africa, is that qualifications frameworks have the uncanny ability to keep on changing, evolving to suit the changing environments wherein they are developed and implemented. In this paper I reflect on both these aspects as they apply to South Africa: Firstly, what the South African NQF is and how it differs from other qualifications frameworks, and secondly, how the South African NQF is evolving to suit the changing South African education and training environment. Based on this discussion, I then focus on curriculum development as a specific example of how the NQF has responded to developments at higher education institutions in South Africa. The paper is concluded with challenges for higher education in developing curricula.
Research Interests:
Over the past five years, a fourth generation of qualifications frameworks has started to emerge, with a strong focus on credentials and the inclusion of 21st-century skills (also see Casillas, 2018). This most recent generation of... more
Over the past five years, a fourth generation of qualifications frameworks has started to emerge, with a strong focus on credentials and the inclusion of 21st-century skills (also see Casillas, 2018). This most recent generation of qualifications frameworks has embraced new developments, including the digitization of credentials (Lumina, 2016), a closer alignment with credential evaluation methodologies (Dutch Organisation for Internationalisation in Education NUFFIC, 2012), and international recognition and agreements.
Research Interests:
Digital technologies are creating new opportunities and challenges for skills development and recognition globally. Changes in modalities of access and learning methods, massification and internationalization, are taking place at an... more
Digital technologies are creating new opportunities and challenges for skills development and recognition globally. Changes in modalities of access and learning methods, massification and internationalization, are taking place at an increasingly rapid pace. In this context, significant attention is being given to the impact of technology on jobs and demand for skills, and the risks of competition between robots and humans. Far less has been said about the opportunities that advances in digital technology will create for transforming education and training systems, including building new credentialing methods and systems that can capture, recognize and validate a broader range of learning outcomes in the era of lifelong learning.
There is increasing evidence that the use of digital technologies in education and training is supporting the development of learning materials and close monitoring of teaching and learning processes, changing pedagogies and forms of assessment and certification. Digital learning records and open data sources are complementing traditional qualifications repositories, while challenging the conventional models of credential evaluation, as both for-profit and non-profit verification agencies come to the fore as important players. These changes trigger many questions about the trustworthiness of data, interoperability of systems, and most critically the ubiquity of the standards – both learning standards and technology standards – that govern the new and dynamic landscape.
In this report, we consider these changes and offer a critical assessment of digital credentialing based on a review of the recent literature and a series of interviews with key actors. We argue for increased synergies between these developments and the quality assurance systems that have become closely associated with the implementation of a new generation of qualifications frameworks internationally. We offer an outline of the ecosystem of these digital credentials and show the convergence and divergence with traditional qualifications frameworks. We propose that world reference levels – now in development – are key to expediting recognition of skills and qualifications across borders.
There is increasing evidence that the use of digital technologies in education and training is supporting the development of learning materials and close monitoring of teaching and learning processes, changing pedagogies and forms of assessment and certification. Digital learning records and open data sources are complementing traditional qualifications repositories, while challenging the conventional models of credential evaluation, as both for-profit and non-profit verification agencies come to the fore as important players. These changes trigger many questions about the trustworthiness of data, interoperability of systems, and most critically the ubiquity of the standards – both learning standards and technology standards – that govern the new and dynamic landscape.
In this report, we consider these changes and offer a critical assessment of digital credentialing based on a review of the recent literature and a series of interviews with key actors. We argue for increased synergies between these developments and the quality assurance systems that have become closely associated with the implementation of a new generation of qualifications frameworks internationally. We offer an outline of the ecosystem of these digital credentials and show the convergence and divergence with traditional qualifications frameworks. We propose that world reference levels – now in development – are key to expediting recognition of skills and qualifications across borders.
Research Interests:
هذا الكتاب سوف تكون ذات فائدة للخبراء والممارسين العاملين في مجال من الاعتراف بالمؤهلات، بما في ذلك في مجال التعليم العالي، وإلى المجتمع المهني واسع. ويقصد به أن يكون مرجعا مفيدا للتأهيل تطوير النظم والإصلاحات على كافة المستويات فضلا... more
هذا الكتاب سوف تكون ذات فائدة للخبراء والممارسين العاملين في مجال
من الاعتراف بالمؤهلات، بما في ذلك في مجال التعليم العالي، وإلى
المجتمع المهني واسع. ويقصد به أن يكون مرجعا مفيدا للتأهيل
تطوير النظم والإصلاحات على كافة المستويات فضلا عن الحوار العالمي بشأن
الاعتراف مخرجات التعلم.
من الاعتراف بالمؤهلات، بما في ذلك في مجال التعليم العالي، وإلى
المجتمع المهني واسع. ويقصد به أن يكون مرجعا مفيدا للتأهيل
تطوير النظم والإصلاحات على كافة المستويات فضلا عن الحوار العالمي بشأن
الاعتراف مخرجات التعلم.
Research Interests:
International inventory on qualifications frameworks - contribution of Southern African case studies
Research Interests:
While access to post-secondary education has expanded at unprecedented levels in South Africa in the last decade, access of the country’s youth to decent work and livelihoods remains a national concern. South Africa’s Technical and... more
While access to post-secondary education has expanded at unprecedented levels in South Africa in the last decade, access of the country’s youth to decent work and livelihoods remains a national concern. South Africa’s Technical and Vocational Education and Training (TVET) colleges, predominantly attended by marginalised Black African youth, are situated at a pivotal point that has the potential to build the critical bridge between education and the labour market, and as a result, improve the employability of the youth. In this literature review we consider this opportunity for systemic change from a perspective that, in our view, is largely under-researched in South Africa, and internationally. Our focus is on student, lecturer and employer values, specifically on values related to working and workplaces. Drawing on the available literature, and a few available examples of African and international interventions in this area, we argue that the findings can be used to design a values approach to work-based learning in South African TVET colleges. This approach, and the interventions that can follow from it, requires the development of a conceptual framework that positions the proposed work in relation to the relevant social science field and in relation to how it can contribute to curriculum development that offers enhanced employment chances.
Research Interests:
The development of a regional qualifications framework is a process that involves a meaningful interrogation of existing member states’ qualifications frameworks and globally recognised skills and qualifications, identifying latest trends... more
The development of a regional qualifications framework is a process that involves a meaningful interrogation of existing member states’ qualifications frameworks and globally recognised skills and qualifications, identifying latest trends in knowledge and skills development, and an alignment with common education priorities identified locally, regionally, and internationally. Following many years of preparatory work, beginning in fact in 1992, the Southern African Development Community (SADC) Regional Qualifications Framework (RQF) was approved by SADC Ministers of Education in 2011. The approval was provided with an understanding that there was work still needed regarding the alignment of the RQF with the qualifications frameworks of member states and also the development of level descriptors.
Only limited progress could be made between 2011 and 2016, with the main constraint being the human and financial resources necessary to undertake work of this nature. During this period other regional qualifications frameworks have matured and overtaken the SADC RQF. Two examples stand out: the European Qualifications Framework (EQF) and the Asian Qualifications Reference Framework (AQRF). In both instances, but more so in the case of the EQF, the development and implementation work is made possible through adequate resourcing and, notably, with strong conceptual capacity in through external agencies and the use of experts.
The purpose of this report is, at least in part, to provide new impetus to the SADC RQF process by progressing with the alignment and development of level descriptors. Based on the notion of “referencing” as a way to compare qualifications frameworks, the research draws on new thinking on the development and formulation of level descriptors using learning outcomes in line with an international initiative on developing world reference levels (Keevy and Chakroun, 2015). The research suggests that, based on identified international convergences, three domains can be used to categorise level descriptors, namely, knowledge, skills, and competences. A cross-cutting focus on global citizenship education (GCE) is also identified. This work forms the basis of the approach followed in analysing the SADC RQF level descriptors.
Only limited progress could be made between 2011 and 2016, with the main constraint being the human and financial resources necessary to undertake work of this nature. During this period other regional qualifications frameworks have matured and overtaken the SADC RQF. Two examples stand out: the European Qualifications Framework (EQF) and the Asian Qualifications Reference Framework (AQRF). In both instances, but more so in the case of the EQF, the development and implementation work is made possible through adequate resourcing and, notably, with strong conceptual capacity in through external agencies and the use of experts.
The purpose of this report is, at least in part, to provide new impetus to the SADC RQF process by progressing with the alignment and development of level descriptors. Based on the notion of “referencing” as a way to compare qualifications frameworks, the research draws on new thinking on the development and formulation of level descriptors using learning outcomes in line with an international initiative on developing world reference levels (Keevy and Chakroun, 2015). The research suggests that, based on identified international convergences, three domains can be used to categorise level descriptors, namely, knowledge, skills, and competences. A cross-cutting focus on global citizenship education (GCE) is also identified. This work forms the basis of the approach followed in analysing the SADC RQF level descriptors.
Research Interests:
This report presents the key findings of a literature review conducted during December 2015 to provide an overview of the different understandings and applications of global citizenship education (GCED) among nine United Nations... more
This report presents the key findings of a literature review conducted during December 2015 to provide an overview of the different understandings and applications of global citizenship education (GCED) among nine United Nations Educational, Scientific and Cultural Organization (UNESCO) member states in Southern Africa: Botswana, Lesotho, Malawi, Mozambique, Namibia, South Africa, Swaziland, Zambia and Zimbabwe. The literature review was conducted by JET Education Services (JET) at the request of the UNESCO Regional Office for Southern Africa (ROSA). Due to the limited scope of the research, it only presents a first step towards an understanding of GCED in Southern Africa and as such it will be used to inform the planning of the sub-regional meeting on GCED in the first quarter of 2016. Additional research and engagement will be required following the meeting to ensure that a more comprehensive overview can be developed.
The review is based on the work of UNESCO in GCED (UNESCO, 2014) which describes competencies related to GCED. The research design for this study draws on this focus on learners’ abilities associated with GCED to identify the key attributes envisaged to be gained by an individual as a result of GCED and that can be described in terms of learning outcomes. Drawing on another research initiative that focused on the use of learning outcomes and that was also overseen by UNESCO (Keevy and Chakroun, 2015), the research design proposes a refined understanding of the knowledge, skills and competences associated with GCED. This approach can be broadly described as focusing on the “receiver level” of GCED (see Skirbekk et al, 2013).
The review is based on the work of UNESCO in GCED (UNESCO, 2014) which describes competencies related to GCED. The research design for this study draws on this focus on learners’ abilities associated with GCED to identify the key attributes envisaged to be gained by an individual as a result of GCED and that can be described in terms of learning outcomes. Drawing on another research initiative that focused on the use of learning outcomes and that was also overseen by UNESCO (Keevy and Chakroun, 2015), the research design proposes a refined understanding of the knowledge, skills and competences associated with GCED. This approach can be broadly described as focusing on the “receiver level” of GCED (see Skirbekk et al, 2013).
Research Interests:
This report documents the outcome of a process that started in 2011, when the Commonwealth Secretariat initiated a consultative and participatory process to develop a broad Pan-Commonwealth Standards Framework for Teachers and School... more
This report documents the outcome of a process that started in 2011, when the Commonwealth Secretariat initiated a consultative and participatory process to develop a broad Pan-Commonwealth Standards Framework for Teachers and School Leaders to serve as a guide to countries in defining the basic requirements related to knowledge, pedagogical skills and personal attributes of teachers and school leaders. Following extensive consultation, the Standards Framework was agreed to in 2013 and published in 2014 (Commonwealth Secretariat 2014). The Framework includes a set of methodological guidelines for the development and implementation of professional standards for individual countries.
In line with this recommendation, the Commonwealth Secretariat commissioned the South African Qualifications Authority (SAQA) to work with South Africa, Mauritius, Swaziland, Botswana, Samoa, Kenya and Maldives to conduct a validation exercise. Jamaica was identified as a control country since it had already made considerable progress in developing its own national standards. The exercise took place between November 2014 and September 2015 and the findings, which are intended to guide the development of standards in individual countries, are presented in this report. An online workshop for sharing knowledge, experiences and lessons drawn from the development and implementation of national standards was held between 7 and 11 September 2015, using the Commonwealth Connects platform.
This validation study shows that by-and- large, the Pan-Commonwealth Professional Standards Framework for Teachers and School Leaders has been useful to the countries involved and has, to some degree, addressed the objectives outlined above. It was found that, except for Botswana, Maldives and Mauritius, countries appear to be at the beginning stages of interrogating the framework. Some countries, such as Swaziland and Samoa, also require financial support to take the process forward. Policy makers have shown strong commitment to participating in the development of the framework. It appears that the Commonwealth process has had an important catalytic effect on the development of national standards and certainly on the extent to which policy makers have been made aware of the importance and potential of professional standards.
In line with this recommendation, the Commonwealth Secretariat commissioned the South African Qualifications Authority (SAQA) to work with South Africa, Mauritius, Swaziland, Botswana, Samoa, Kenya and Maldives to conduct a validation exercise. Jamaica was identified as a control country since it had already made considerable progress in developing its own national standards. The exercise took place between November 2014 and September 2015 and the findings, which are intended to guide the development of standards in individual countries, are presented in this report. An online workshop for sharing knowledge, experiences and lessons drawn from the development and implementation of national standards was held between 7 and 11 September 2015, using the Commonwealth Connects platform.
This validation study shows that by-and- large, the Pan-Commonwealth Professional Standards Framework for Teachers and School Leaders has been useful to the countries involved and has, to some degree, addressed the objectives outlined above. It was found that, except for Botswana, Maldives and Mauritius, countries appear to be at the beginning stages of interrogating the framework. Some countries, such as Swaziland and Samoa, also require financial support to take the process forward. Policy makers have shown strong commitment to participating in the development of the framework. It appears that the Commonwealth process has had an important catalytic effect on the development of national standards and certainly on the extent to which policy makers have been made aware of the importance and potential of professional standards.
Research Interests:
The research presented in this report explores the global phenomenon of learning across boundaries, but with a specific focus on the manner in which the level of learning is recognised through the use of level descriptors. The research... more
The research presented in this report explores the global phenomenon of learning across boundaries, but with a specific focus on the manner in which the level of learning is recognised through the use of level descriptors. The research draws on the development and application of level descriptors as an integral part of qualifications frameworks internationally, but also considers how the level of learning is determined in other contexts, such as longitudinal studies, international competence assessments, and also diagnostic reviews. The use of learning outcomes constitutes a common thread that is explored across all the case studies included in the report.
The research was initiated by UNESCO following the 3rd International Congress on Technical and Vocational Education and Training (TVET) that was held in Shanghai in 2012 where a recommendation was made to explore the possibility of developing international guidelines on quality assurance for the recognition of qualifications based on learning outcomes. This included the proposal that a set of world reference levels be considered to facilitate the international recognition of TVET qualifications. This research report constitutes the first step of an incremental approach that will be followed to respond to the Shanghai Consensus Recommendation. Additional steps will include the conceptual development of the world reference levels, consultation and also a political process that will explore the technical and legal aspects relating to the desirability of defining and adopting world reference levels.
The research was initiated by UNESCO following the 3rd International Congress on Technical and Vocational Education and Training (TVET) that was held in Shanghai in 2012 where a recommendation was made to explore the possibility of developing international guidelines on quality assurance for the recognition of qualifications based on learning outcomes. This included the proposal that a set of world reference levels be considered to facilitate the international recognition of TVET qualifications. This research report constitutes the first step of an incremental approach that will be followed to respond to the Shanghai Consensus Recommendation. Additional steps will include the conceptual development of the world reference levels, consultation and also a political process that will explore the technical and legal aspects relating to the desirability of defining and adopting world reference levels.
Research Interests: Academic Mobility, Skills Development, Learning Outcomes, Competence, Global Citizenship Education, and 10 moreNational Qualifications Frameworks, learning outcomes, education and the labour market, regional integration in ASEAN and EU, European Qualification Framework, Evaluation of International Credentials, Caricom, Learning Outcomes Assesment in Higher Educaton, National Qualifications Frameworks, Higher Education In SADC, EQF, and Regional Qualifications Frameworks
Teachers, together with other skilled professionals, have become increasingly mobile in modern-day society. It has become commonplace to find South African teachers working in the United Kingdom, Canada and in the United Arab Emirates.... more
Teachers, together with other skilled professionals, have become increasingly mobile in modern-day society. It has become commonplace to find South African teachers working in the United Kingdom, Canada and in the United Arab Emirates. Likewise, it is not uncommon to find teachers from Zimbabwe, India or Ghana teaching in South Africa. While initiatives have been undertaken by the South African government, in collaboration with the Commonwealth Secretariat (see Morrow and Keevy 2006, Keevy and Jansen 2010, Manik and Singh 2011), to investigate and monitor the outward migration of South African teachers, and also protect the rights of such teachers when practising in other countries, there has been a concerning lack of attention to the situation of inward migration of teachers to South Africa. While there is common consensus between government officials, teacher unions and even the public, that many migrant teachers are employed in South Africa, limited evidence exists to support this view. Also concerning is the apparent lack of awareness of the conditions of service of such migrant teachers.
This study was primarily undertaken to shed light on the status of migrant teachers in South Africa, and secondly, to consider the implications for policy, research and practice in relation to the requirements that migrant teachers must meet. While the requirements are not necessarily more onerous that those applied in other countries, it was evident from the outset of the study that the coordination between the different agencies could be substantially improved to make the processes more accessible and simple to understand. It is anticipated that the release of this study will contribute directly to the development of a more systemic and coordinated approach to the appointment of migrant teachers in public schools in South Africa. The improved coordination will not only strengthen the integrity of the national education and training system in South Africa, but will also save resources across SAQA, the DHA, provincial departments of education, the DHET and SACE, and contribute to the safeguarding of the rights and conditions of service of migrant teachers within South Africa.
This study was primarily undertaken to shed light on the status of migrant teachers in South Africa, and secondly, to consider the implications for policy, research and practice in relation to the requirements that migrant teachers must meet. While the requirements are not necessarily more onerous that those applied in other countries, it was evident from the outset of the study that the coordination between the different agencies could be substantially improved to make the processes more accessible and simple to understand. It is anticipated that the release of this study will contribute directly to the development of a more systemic and coordinated approach to the appointment of migrant teachers in public schools in South Africa. The improved coordination will not only strengthen the integrity of the national education and training system in South Africa, but will also save resources across SAQA, the DHA, provincial departments of education, the DHET and SACE, and contribute to the safeguarding of the rights and conditions of service of migrant teachers within South Africa.
Research Interests:
The Commonwealth Secretariat initiated a consultative and participatory process in 2011 to develop a broad pan-Commonwealth framework for professional standards for teachers and school leaders. The main purpose of the proposed standards... more
The Commonwealth Secretariat initiated a consultative and participatory process in 2011 to develop a broad pan-Commonwealth framework for professional standards for
teachers and school leaders. The main purpose of the proposed standards framework is to guide countries in defining the basic requirements related to knowledge, pedagogical skills and
personal attributes that teachers and school leaders must demonstrate in order to achieve the objectives of education.
This standards framework draws on extensive work facilitated by the Commonwealth Secretariat between 2011 and 2013.
teachers and school leaders. The main purpose of the proposed standards framework is to guide countries in defining the basic requirements related to knowledge, pedagogical skills and
personal attributes that teachers and school leaders must demonstrate in order to achieve the objectives of education.
This standards framework draws on extensive work facilitated by the Commonwealth Secretariat between 2011 and 2013.
Research Interests:
"This document contains updated information on teacher qualifications in participating Commonwealth countries presented in the form of a comparability table. The table is intended for use by government officials, credential evaluators,... more
"This document contains updated information on teacher
qualifications in participating Commonwealth countries presented
in the form of a comparability table. The table is intended for use
by government officials, credential evaluators, academics, and
policy researchers as well as individual teachers moving between
countries."
qualifications in participating Commonwealth countries presented
in the form of a comparability table. The table is intended for use
by government officials, credential evaluators, academics, and
policy researchers as well as individual teachers moving between
countries."
Research Interests:
This country background report on the recognition of non-formal and informal learning in South Africa has been prepared by the South African Qualifications Authority as participant in the OECD activity on Recognition of Non-formal and... more
This country background report on the recognition of non-formal and informal learning in South Africa has been prepared by the South African Qualifications Authority as participant in the OECD activity on Recognition of Non-formal and Informal Learning (RNFIL). The RNFIL activity was initiated following a recent OECD activity that investigated the role of national qualifications systems in promoting lifelong learning (OECD, 2005) during which the recognition of nonformal and informal learning was identified as an important issue that required further study. The overall purpose of the RNFIL activity is to provide policy makers with information for generating beneficial and equitable systems of recognising non-formal and informal learning. The project aims to explore existing models by taking stock of existing arrangements, and collecting and exploring related evidence. Working methods include desk-based research, field research, commissioned
papers, workshops and an electronic discussion group.
papers, workshops and an electronic discussion group.
Research Interests:
This report is the result of the first cycle of a longitudinal research project commissioned by the South African Qualifications Authority (SAQA). The project, envisaged as a long-term continuous exercise, aims to achieve the effective... more
This report is the result of the first cycle of a longitudinal research project commissioned by the South African Qualifications Authority (SAQA). The project, envisaged as a long-term continuous exercise, aims to achieve the effective measurement of the impact of the National Qualifications Framework (NQF) on the transformation of education and training in South Africa, with reference to the stated objectives of the NQF itself.
Research Interests:
This report is the result of the second cycle of a longitudinal research project commissioned by SAQA. The project aims to achieve the effective measurement of the impact of the National Qualifications Framework (NQF) on the... more
This report is the result of the second cycle of a longitudinal research project commissioned by SAQA. The project aims to achieve the effective measurement of the impact of the National Qualifications Framework (NQF) on the transformation of education and training in South Africa, with reference to the five objectives of the NQF.
Research Interests:
This report is a summary of an exploratory investigation into the use of credit accumulation and transfer (CAT) systems in the international context. SAQA has undertaken this research to compare the NQF in South Africa with NQFs in other... more
This report is a summary of an exploratory investigation into the use of credit accumulation and transfer (CAT) systems in the international context. SAQA has undertaken this research to
compare the NQF in South Africa with NQFs in other countries. This report is a contribution to the ongoing debate on different forms of NQFs.
compare the NQF in South Africa with NQFs in other countries. This report is a contribution to the ongoing debate on different forms of NQFs.
Research Interests:
Across the world, over 120 countries are now at some stage of introducing a national qualifications framework. These countries are to be found in all regions of the world, and range from the most industrially and economically developed... more
Across the world, over 120 countries are now at some stage of introducing a national qualifications framework. These countries are to be found in all regions of the world, and range from the most industrially and economically developed in Europe to fast developing countries in Asia and developing countries in Africa and Latin America. Increasingly, these national initiatives are being overtaken by cross-border attempts to recognise qualifications, notably the introduction of regional qualifications framework in Europe, the Caribbean and Southern Africa, a transnational qualifications framework in the Commonwealth, and various sector-specific initiatives such as in the hospitality sector in South East Asia, or the marketing sector in Europe.
The international dimension of qualification frameworks has not been, to date, investigated in a comprehensive and comparative manner beyond the regions and countries wherein developments are taking place. Given that qualification frameworks are such recent phenomena, it is not possible to draw definitive conclusions about their design and impact. However, they appear to be significant initiatives that are embedded in wider regional and global political and economic integration processes. Qualification frameworks that are being developed across countries and regions highlight, among other, a gradual shift from bilateral recognition of qualifications to multilateral recognition (ILO 2007) and are considered also to have a “push” dimension for developing NQFs.
To support the international debate on qualifications systems the European Training Foundation has conducted this study on international experiences using and/or developing transnational qualification frameworks across regions and countries. In the study “transnational qualifications framework” is used as an overarching term to describe the various forms wherein cross-border recognition of qualifications is taking place through qualification frameworks. The specific purposes of the study are twofold: firstly, to explore the potential influence of regional qualification frameworks on the recognition of qualifications nationally and internationally; and secondly, to consider the wider interplay between national and transnational qualification frameworks.
The international dimension of qualification frameworks has not been, to date, investigated in a comprehensive and comparative manner beyond the regions and countries wherein developments are taking place. Given that qualification frameworks are such recent phenomena, it is not possible to draw definitive conclusions about their design and impact. However, they appear to be significant initiatives that are embedded in wider regional and global political and economic integration processes. Qualification frameworks that are being developed across countries and regions highlight, among other, a gradual shift from bilateral recognition of qualifications to multilateral recognition (ILO 2007) and are considered also to have a “push” dimension for developing NQFs.
To support the international debate on qualifications systems the European Training Foundation has conducted this study on international experiences using and/or developing transnational qualification frameworks across regions and countries. In the study “transnational qualifications framework” is used as an overarching term to describe the various forms wherein cross-border recognition of qualifications is taking place through qualification frameworks. The specific purposes of the study are twofold: firstly, to explore the potential influence of regional qualification frameworks on the recognition of qualifications nationally and internationally; and secondly, to consider the wider interplay between national and transnational qualification frameworks.
Research Interests:
The idea of a Virtual University for the Small States of the Commonwealth (VUSSC) was first mooted at the 2000 triennial meeting of Commonwealth Ministers of Education in Canada. At present 29 small states in the Commonwealth... more
The idea of a Virtual University for the Small States of the Commonwealth (VUSSC) was first mooted at the 2000 triennial
meeting of Commonwealth Ministers of Education in Canada. At
present 29 small states in the Commonwealth participate in the
VUSSC initiative. This report proposes a transnational qualifications framework (TQF) for the recognition of qualifications offered through participating VUSSC countries.
The concept document is based on a literature review of available
materials relating to qualifications framework development
internationally, as well as an analysis of information on qualifications systems in participating small states.
meeting of Commonwealth Ministers of Education in Canada. At
present 29 small states in the Commonwealth participate in the
VUSSC initiative. This report proposes a transnational qualifications framework (TQF) for the recognition of qualifications offered through participating VUSSC countries.
The concept document is based on a literature review of available
materials relating to qualifications framework development
internationally, as well as an analysis of information on qualifications systems in participating small states.
Research Interests:
Teacher loss has become a major concern in many countries across the world. The increasing international migration of skilled professional teachers is aggravating this situation, particularly for smaller countries trying to maintain... more
Teacher loss has become a major concern in many countries across the world. The increasing international migration of skilled professional teachers is aggravating this situation, particularly for smaller countries trying to maintain national schooling systems, and striving to reach the goals of Universal Primary Education by 2015. At the same time it is acknowledged that international teacher migration can benefit schooling systems and prove to
a significant contributor to the professional development of teachers. In September 2004 the Ministers of Education of the Commonwealth countries formally adopted a Commonwealth
Teacher Recruitment Protocol. The Protocol “aims to balance the rights of teachers to migrate internationally against the need to protect the integrity of national education systems” (Commonwealth Secretariat, 2004: 7). The Education Ministers requested the Commonwealth Secretariat to establish two working groups, namely one on teacher qualifications, the other on teacher professional development and exchanges in order to investigate various dimensions of teacher migrations across Commonwealth countries.
a significant contributor to the professional development of teachers. In September 2004 the Ministers of Education of the Commonwealth countries formally adopted a Commonwealth
Teacher Recruitment Protocol. The Protocol “aims to balance the rights of teachers to migrate internationally against the need to protect the integrity of national education systems” (Commonwealth Secretariat, 2004: 7). The Education Ministers requested the Commonwealth Secretariat to establish two working groups, namely one on teacher qualifications, the other on teacher professional development and exchanges in order to investigate various dimensions of teacher migrations across Commonwealth countries.
Research Interests:
This paper attempts to open the relatively unexplored territory of Anglo-Saxon and French influences on the development of national qualifications frameworks (nqfs) in African countries to policy makers at a time when many African... more
This paper attempts to open the relatively unexplored territory of Anglo-Saxon and French influences on the development of national qualifications frameworks (nqfs) in African countries to policy makers at a time when many African countries are contemplating the development of nqfs. The paper draws on the findings of three case studies of nqfs in South Africa, Mauritius and Senegal as it enquires what the main differences between nqfs developed according to the French tradition and those developed according to the Anglo-Saxon tradition are. Importantly, the paper attempts to identify the advantages and disadvantages of each of the approaches for African countries, more so the extent to which the insights into country-specific contexts and the origins of specific nqfs improve the social legitimacy of nqfs for both the world of training and the world of work. In reflecting on the findings, it is proposed that a pragmatic and sustainable approach to nqf development in Africa, which also opens education opportunities for Africans in the global context, will require an emphasis on policy learning and a careful consideration of environmental, societal and economic factors.
Research Interests:
Ce document propose de découvrir un sujet peu étudié : celui des influences françaises et anglosaxonnes sur l’élaboration de cadres nationaux de qualification (CNQ) dans les pays africains pour les décideurs politiques au moment où de... more
Ce document propose de découvrir un sujet peu étudié : celui des influences françaises et anglosaxonnes sur l’élaboration de cadres nationaux de qualification (CNQ) dans les pays africains pour les
décideurs politiques au moment où de nombreux pays africains envisagent d’instaurer ces CNQ. Ce document reprend les conclusions de trois études de cas sur les CNQ en Afrique du sud, à Maurice et au Sénégal afin d’identifier les principales différences entre les cadres issus de la tradition française et
ceux conçus selon la tradition anglo-saxonne. Ce document essaie d’identifier les avantages et les inconvénients liés à chacune des approches pour les pays africains, notamment la mesure dans laquelle l’analyse du contexte propre à un pays et les origines des CNQ améliorent la légitimité sociale des CNQ tant pour le monde de la formation que pour celui du travail. Ces réflexions sont suivies d’une proposition d’approche pragmatique et durable pour élaborer des CNQ en Afrique, qui ouvre toutes les possibilités d’enseignement aux africains dans un contexte mondial, et qui nécessitera de mettre l’accent sur l’apprentissage des politiques et de bien prendre en compte les facteurs environnementaux, sociétaux et économiques.
décideurs politiques au moment où de nombreux pays africains envisagent d’instaurer ces CNQ. Ce document reprend les conclusions de trois études de cas sur les CNQ en Afrique du sud, à Maurice et au Sénégal afin d’identifier les principales différences entre les cadres issus de la tradition française et
ceux conçus selon la tradition anglo-saxonne. Ce document essaie d’identifier les avantages et les inconvénients liés à chacune des approches pour les pays africains, notamment la mesure dans laquelle l’analyse du contexte propre à un pays et les origines des CNQ améliorent la légitimité sociale des CNQ tant pour le monde de la formation que pour celui du travail. Ces réflexions sont suivies d’une proposition d’approche pragmatique et durable pour élaborer des CNQ en Afrique, qui ouvre toutes les possibilités d’enseignement aux africains dans un contexte mondial, et qui nécessitera de mettre l’accent sur l’apprentissage des politiques et de bien prendre en compte les facteurs environnementaux, sociétaux et économiques.
Research Interests:
On 23–25 March 2010, the Commonwealth Secretariat in collaboration with the South African Qualifications Authority (SAQA) convened the Fifth Annual Commonwealth Teachers’ Research Symposium at the University of the Free State (UFS) in... more
On 23–25 March 2010, the Commonwealth Secretariat in collaboration with the South African Qualifications Authority (SAQA) convened the Fifth Annual Commonwealth Teachers’ Research Symposium at the University of the Free State (UFS) in Bloemfontein, South Africa. The Symposium is the fifth in a series of research events conducted by the Commonwealth Secretariat since 2006 in direct response to the request of Commonwealth Ministers of Education to undertake research to monitor the
status, mobility and recruitment of teachers as presented in the future actions of the Commonwealth Teacher Recruitment Protocol (2004). The meeting brought together researchers, officials and representatives of regional and international organisations and higher education institutions, and included delegates from the American Federation of Teachers, CARICOM, the Commonwealth Foundation, the South African Department of Higher Education and Training, Education International, UNESCO, University of KwaZulu-Natal, University of Melbourne, University of Virginia, University of Witwatersrand and Zayed University.
status, mobility and recruitment of teachers as presented in the future actions of the Commonwealth Teacher Recruitment Protocol (2004). The meeting brought together researchers, officials and representatives of regional and international organisations and higher education institutions, and included delegates from the American Federation of Teachers, CARICOM, the Commonwealth Foundation, the South African Department of Higher Education and Training, Education International, UNESCO, University of KwaZulu-Natal, University of Melbourne, University of Virginia, University of Witwatersrand and Zayed University.
Research Interests:
Internationally, there is the increasing realization of the importance of close cooperation between countries through sharing resources and technologies, addressing common problems and facilitating the free movement of people. The... more
Internationally, there is the increasing realization of the importance of close cooperation between countries through sharing resources and technologies, addressing common
problems and facilitating the free movement of people. The increased cooperation through trade and services has resulted in a corresponding need for education systems to be adapted to respond to the demands for trained people with recognized qualifications who are able to move and serve in any part of the world. In Southern Africa, the regional cooperation and integration process realized the importance of facilitating the free
movement of people, programmes and institutions across its Member States. In 1997, a Protocol on Education and Training was adopted with the aim of harmonizing the education systems in the region. This includes harmonization of qualifications, accreditation and certification systems. A Technical Committee on Accreditation and Certification (TCCA) was established to facilitate the implementation of this aspect of the Protocol.
problems and facilitating the free movement of people. The increased cooperation through trade and services has resulted in a corresponding need for education systems to be adapted to respond to the demands for trained people with recognized qualifications who are able to move and serve in any part of the world. In Southern Africa, the regional cooperation and integration process realized the importance of facilitating the free
movement of people, programmes and institutions across its Member States. In 1997, a Protocol on Education and Training was adopted with the aim of harmonizing the education systems in the region. This includes harmonization of qualifications, accreditation and certification systems. A Technical Committee on Accreditation and Certification (TCCA) was established to facilitate the implementation of this aspect of the Protocol.
Research Interests:
International teacher migration poses a wide range of challenges to the recognition and transferability of teacher qualifications across borders. Of primary concern is ensuring that highly trained teachers are able to move freely between... more
International teacher migration poses a wide range of challenges to the recognition and transferability of teacher qualifications across borders. Of primary concern is ensuring that highly trained teachers are able to move freely between countries without their professional qualifications and skills being discounted.
This study aims to enhance recognition of teacher
qualifications across borders and between the member
countries of the Commonwealth. The comparability
table developed for the study enables clear analysis of
primary and secondary teacher qualifications offered in
35 Commonwealth countries, in an accessible and easy-to-read
format.
This study aims to enhance recognition of teacher
qualifications across borders and between the member
countries of the Commonwealth. The comparability
table developed for the study enables clear analysis of
primary and secondary teacher qualifications offered in
35 Commonwealth countries, in an accessible and easy-to-read
format.
Research Interests:
This consultative document has been developed to inform key stakeholders of the proposed development and potential implications of the Ethiopia National Qualifications Framework and to elicit informed feedback. The document is structured... more
This consultative document has been developed to inform key stakeholders of the proposed development and potential implications of the Ethiopia National Qualifications Framework and to elicit informed feedback. The document is structured in six parts: (1) background to the development and strategies for progressing the development of a conceptual framework for the
ENQF; (2) a review of international theory and practice; (3) a review of existing systems; (4) a review of information gathered at consultation events; (5) a possible conceptual framework for the ENFQ; and (6) initial thoughts for the development of the ENQF Implementation plan.
ENQF; (2) a review of international theory and practice; (3) a review of existing systems; (4) a review of information gathered at consultation events; (5) a possible conceptual framework for the ENFQ; and (6) initial thoughts for the development of the ENQF Implementation plan.
Research Interests:
This discussion paper has been prepared by the South African Qualifications Authority on request of the Chief Executive Officer (CEO) Committee in August 2011 following an earlier decision, in February 2011, to develop a descriptive... more
This discussion paper has been prepared by the South African Qualifications Authority on request of the Chief Executive Officer (CEO) Committee in August 2011 following an earlier decision, in February 2011, to develop a descriptive document that would describe the core identity of each of the three sub-frameworks of the National Qualifications Framework (NQF): the Higher Education Qualifications Framework (HEQF) (overseen by the CHE), the General and Further Education and Training Qualifications Framework (GFETQF) (overseen by Umalusi), and the Occupational Qualifications Framework (OQF). The main purpose of the paper is to identify and elaborate on the main features of the three sub-frameworks of the NQF in order to improve articulation between the sub-frameworks, and in so doing, also to contribute to the development of the NQF as a single integrated system. While the paper acknowledges that the challenge of articulation is complex and nuanced, it argues specifically for conceptual clarity on the learning pathways that underlie the sub-frameworks as a key to unlocking the other challenges.
Research Interests:
This paper presents a review of the methodology employed in the South African national qualifications framework (nqf) impact study between 2003 and 2005 (South African Qualifications Authority 2003 and 2005) and the methodologies employed... more
This paper presents a review of the methodology employed in the South African national qualifications framework (nqf) impact study between 2003 and 2005 (South African Qualifications Authority 2003 and 2005) and the methodologies employed in three similar international studies conducted in Scotland in 2005 (Scottish Executive 2005), Ireland in 2009 (National Qualifications Authority of Ireland, 2009), and an overarching study conducted by the International Labour Organisation (ILO) between 2009 and 2010 (Allais et al 2009 and Allais 2010) that included 16 countries. The main purpose of this review is to consider the most appropriate methodological adjustments necessary for the continuation of the South African nqf impact study in 2011.
Research Interests:
Following a decision by the SADC Integrated Committee of Ministers in 2004 for the development of a Southern African Development Community Regional Qualifications Framework (SADC RQF) a number of activities have been undertaken by the... more
Following a decision by the SADC Integrated Committee of Ministers in 2004 for the development of a Southern African Development Community Regional Qualifications Framework (SADC RQF) a number of activities have been undertaken by the SADC Technical Committee on Certification and Accreditation (TCCA). These have included the review of the existing
qualifications in the SADC region in 2001 and 2010, the development of SADC regional quality assurance guidelines in 2008, as well as the development of a SADC qualifications portal from 2009. This concept document is a product of the activities undertaken by the SADC TCCA which have put in place the three main components of the SADC RQF, namely:
• ten levels with level descriptors
• SADC Qualifications Portal
• regional quality assurance guidelines
qualifications in the SADC region in 2001 and 2010, the development of SADC regional quality assurance guidelines in 2008, as well as the development of a SADC qualifications portal from 2009. This concept document is a product of the activities undertaken by the SADC TCCA which have put in place the three main components of the SADC RQF, namely:
• ten levels with level descriptors
• SADC Qualifications Portal
• regional quality assurance guidelines
Research Interests:
At the Third International Congress on Technical and Vocational Education and Training (TVET), held in Shanghai in 2012, a recommendation was made to explore the possibility of developing quality assurance (QA) guidelines for the... more
At the Third International Congress on Technical and Vocational Education and Training (TVET), held in Shanghai in 2012, a recommendation was made to explore the possibility of developing quality assurance (QA) guidelines for the recognition of qualifications based on learning outcomes. This recommendation was echoed in UNESCO’s new Strategy for TVET (2016-2021) and in the revised recommendation concerning TVET (UNESCO, 2015a), which calls for transparent and quality-assured TVET qualifications and the promotion of mutual recognition of qualifications at the national, regional and international levels.
A key concern for developing such guidelines is the quality assurance
arrangements in TVET, which are essential for generating trust and ensuring transparency of qualifications for the labour market and individuals. Upto-date and well-grounded information on QA of qualifications in TVET in different countries and regions was needed to formulate these guidelines.
A key concern for developing such guidelines is the quality assurance
arrangements in TVET, which are essential for generating trust and ensuring transparency of qualifications for the labour market and individuals. Upto-date and well-grounded information on QA of qualifications in TVET in different countries and regions was needed to formulate these guidelines.
Research Interests:
Research Interests:
This document explains the concept and procedures and guidelines for the Transnational Qualifications Framework (TQF) developed for the Virtual University for Small States of the Commonwealth (VUSSC). The document has been prepared to... more
This document explains the concept and procedures and guidelines for the Transnational Qualifications Framework (TQF) developed for the Virtual University for Small States of the Commonwealth (VUSSC). The document has been prepared to promote the credibility and reliability of qualifications developed by any of the national quality assurance agencies in the small states, as well as accredited education and training providers involved in the VUSSC. These guidelines are meant to be used as working tools by the various stakeholders.
Research Interests:
Research Interests:
This study investigates the development and implementation of the South African National Qualifications Framework (NQF) since its conceptualisation in the early 1980s, up to 2005. Premised on the concern that power struggles are having a... more
This study investigates the development and implementation of the South African National Qualifications Framework (NQF) since its conceptualisation in the early 1980s, up to 2005. Premised on the concern that power struggles are having a negative effect on the development and implementation of the NQF, the purpose of the study is to support improved future development and implementation of the NQF by describing the amalgamation of the different and contradictory views that support the development of an NQF that replaces all existing and divisive education and training structures in South Africa – the NQF discourse. A further purpose of the study is to reveal this NQF discourse as a system in which power is exercised, and then to make recommendations on minimising the negative effects of the power struggles.
Research Interests:
يقدم هذا الدليل لمحة عامة عن مختلف العناصر التي
تشكل الإطار الوطني للمؤهلات من أجل مساعدة الأفراد المسؤولين عن أطر المؤهلات الوطنية
تنفيذ لتطوير وتنفيذ الإطار الوطني للمؤهلات التي هي الأكثر مناسبة
إلى بلدهم محددة.
تشكل الإطار الوطني للمؤهلات من أجل مساعدة الأفراد المسؤولين عن أطر المؤهلات الوطنية
تنفيذ لتطوير وتنفيذ الإطار الوطني للمؤهلات التي هي الأكثر مناسبة
إلى بلدهم محددة.
Research Interests:
Since the early 1990s, various governments across the world have embarked on ambitious and far-reaching attempts to reform their education and training systems. In many such cases, national qualifications frameworks (NQFs) have been used... more
Since the early 1990s, various governments across the world have embarked on ambitious and far-reaching attempts to reform their education and training systems. In many such cases, national qualifications frameworks (NQFs) have been used as key levers to facilitate the transformation processes. As more countries consider the same route it has become critical that government leaders, policy makers and key national stakeholders understand NQFs, and, more importantly, become aware of the strengths and weaknesses that they are associated with.
Over the past few years I have been involved with the development and implementation of the South African NQF as well as the proposed SADC Qualifications Framework (SADCQF). In working with various NQF partners and stakeholders I became increasingly aware that our interpretations of the various components that make up NQFs differed greatly – to the extent that we may agree on a particular aspects (e.g. the integration of education and training) even though we have radically different interpretations thereof. As a result I have made a first attempt to capture some of the thinking on NQFs in this guide. I do not claim that this guide covers all aspects associated with NQFs – I rather present it as a working document that can be improved with your input. Any errors are my own.
This guide provides an overview of the various components that constitute an NQF in order to assist individuals responsible for NQF implementation to develop and implement an NQF that is most suitable to their specific country.
Over the past few years I have been involved with the development and implementation of the South African NQF as well as the proposed SADC Qualifications Framework (SADCQF). In working with various NQF partners and stakeholders I became increasingly aware that our interpretations of the various components that make up NQFs differed greatly – to the extent that we may agree on a particular aspects (e.g. the integration of education and training) even though we have radically different interpretations thereof. As a result I have made a first attempt to capture some of the thinking on NQFs in this guide. I do not claim that this guide covers all aspects associated with NQFs – I rather present it as a working document that can be improved with your input. Any errors are my own.
This guide provides an overview of the various components that constitute an NQF in order to assist individuals responsible for NQF implementation to develop and implement an NQF that is most suitable to their specific country.
Research Interests:
Desde o início dos anos noventa, vários governos de diferentes partes do mundo empreenderam iniciativas ambiciosas e de grande alcance com o fim de introduzir reformas nos seus sistemas de educação e formação. Na maioria dos casos, os... more
Desde o início dos anos noventa, vários governos de diferentes partes do mundo empreenderam iniciativas ambiciosas e de grande alcance com o fim de introduzir reformas nos seus sistemas de educação e formação. Na maioria dos casos, os Quadros Nacionais de Qualificações (NQF na sigla em inglês) têm sido utilizados como as ‘alavancas’ chave para facilitar os processos de transformação. À medida que mais países consideram seguir a mesma rota tornou-se extremamente importante que os líderes dos governos, os responsáveis pela elaboração de políticas e as principais partes de interesse a nível nacional possuam um entendimento dos Quadros Nacionais de Qualificações e, acima de tudo, fiquem a par dos pontos positivos e negativos que estão associados com os mesmos.
Nos últimos anos tenho estado envolvido com o desenvolvimento e implementação do NQF da África do Sul assim como do Quadro de Qualificações para a região da SADC (SADCQF na sigla em inglês). Durante o meu trabalho com os vários parceiros e partes de interesse envolvidos no NQF, apercebi-me cada vez mais de que a nossa interpretação das várias componentes que constituem os NQF diferem grandemente - ao ponto de podermos concordar num aspecto particular (ex.: a integração da educação e formação) mesmo que tenhamos interpretações radicalmente diferentes com relação ao mesmo. Assim, fiz uma primeira tentativa de captar algum do raciocínio sobre os NQF neste guia. Não pretendo afirmar que este guia abranja todos os aspectos associados com os NQF - prefiro apresentá-lo como um documento de trabalho que possa ser melhorado com a vossa participação. Quaisquer erros aqui encontrados são erros meus.
Nos últimos anos tenho estado envolvido com o desenvolvimento e implementação do NQF da África do Sul assim como do Quadro de Qualificações para a região da SADC (SADCQF na sigla em inglês). Durante o meu trabalho com os vários parceiros e partes de interesse envolvidos no NQF, apercebi-me cada vez mais de que a nossa interpretação das várias componentes que constituem os NQF diferem grandemente - ao ponto de podermos concordar num aspecto particular (ex.: a integração da educação e formação) mesmo que tenhamos interpretações radicalmente diferentes com relação ao mesmo. Assim, fiz uma primeira tentativa de captar algum do raciocínio sobre os NQF neste guia. Não pretendo afirmar que este guia abranja todos os aspectos associados com os NQF - prefiro apresentá-lo como um documento de trabalho que possa ser melhorado com a vossa participação. Quaisquer erros aqui encontrados são erros meus.
Research Interests:
This edition of the SAQA Bulletin draws together three papers focusing on the Bologna Process in Europe that have recently been presented in South Africa on request of SAQA. The impact of the Bologna Process on South African learners, and... more
This edition of the SAQA Bulletin draws together three papers focusing on the Bologna Process in Europe that have recently been presented in South Africa on request of SAQA. The impact of the Bologna Process on South African learners, and more broadly, the South African higher education system was identified by SAQA as an area that requires greater scrutiny. There is no doubt that the significant effort by Europe to modernise its education systems through the Bologna Process, notably through the development of national and regional qualifications frameworks, has had an effect not only in South and Southern Africa, but also across the world.
South Africa has been one of the pioneering countries that has developed an NQF and is also closely involved in regional qualifications framework development in SADC. The relationship between qualifications framework development in South and Southern Africa and that in Europe remains relatively unexplored; the exception being a report developed by SAQA for the European Training Foundation (ETF) in 2010 on transnational qualifications frameworks. The three papers included in this edition have been specifically selected to address this important relationship between the attempts at modernising the South African education and training system since 1994, notably through the NQF, and the broad European attempt embodied in the Bologna Process, that has included the development of two regional qualifications frameworks and more than 30 NQFs.
The first paper is from Stephen Adam, a recognised expert on the Bologna Process, who accepted SAQA’s invitation to speak at the seminar held in Stellenbosch in April 2013. Adam has contributed to several Bologna-related initiatives, including experiential learning, referencing and verification of qualifications frameworks to the QF-EHEA. In his paper, Adam provides a cogent overview of the intricacies of the Bologna Process, as well as some of the strengths, achievements and also weaknesses and failures. Adam points out that the EHEA is ‘clearly in its immature years’ but adds that some of the approaches and tools could be of value to South and Southern Africa. Adam’s paper emphasises the need to build trust and also to avoid developing what he refers to as “zombie” qualifications frameworks that do not have a relationship with other related processes:
The relationship of the NQF with other necessary supportive reforms can be unclear. In some cases, zombie NQFs can be the result - useless frameworks that are not fully alive nor have any real impact on current practices. Such fake reforms can also find a parallel at institutional level where Higher Education Institutions (HEIs) create new cosmetic learning outcomes for old re-packaged, unreformed qualifications.
Martin Oosthuizen, who is also a member of the SAQA Reference Group on Credit Accumalation and Transfer (CAT), was asked to respond to Adam. In his carefully considered response, Oosthuizen recognises similar challenges in the South African and European higher education systems, including high drop-out rates, outmoded curricula as well as the urgent need for higher enrolment rates. Considering these challenges, Oosthuizen explores two main themes in his response: that of the Bologna Process as a framework for reform, and NQFs as tools to promote transparency, comparability and mobility. He makes several observations in the process, such as what constitutes an acceptable level of convergence between diverse national systems. Drawing on Van Damme (2009), Oosthuizen suggests that the Bologna Process provides a good example of balancing the forces of convergence and diversity. In the process of interrogating Bologna as a reform process, he notes the interconnectedness and interdependence of different reform initiatives, the capacity and willingness to adapt, and the support mechanisms put in place for the reform process; points which have been made in the NQF discourse in South Africa for many years. Oosthuizen then applies these insights to the South and Southern African context and comes up with useful considerations for the South African NQF, CAT and quality assurance. He ends his paper with a call for mutually beneficial collaboration opportunities.
The third paper by Padraig Walsh is written from an Irish perspective as it reflects on the role of the Irish National Framework of Qualifications (NFQ) and the European-wide qualifications framework in promoting articulation. The paper is written at a time when the Irish system has just gone through a reform process at a governance level (the oversight bodies have been integrated). In the first part of his paper, Walsh provides a complementary perspective on the EHEA process to that provided by Adam, with specific attention to the inter-relationship between NQFs in European countries and the two meta-frameworks, the QF-EHEA and the EQF. The second part of his paper provides useful insights into the Irish NFQ development leading to the recent establishment of Quality and Qualifications Ireland (QQI).
South Africa has been one of the pioneering countries that has developed an NQF and is also closely involved in regional qualifications framework development in SADC. The relationship between qualifications framework development in South and Southern Africa and that in Europe remains relatively unexplored; the exception being a report developed by SAQA for the European Training Foundation (ETF) in 2010 on transnational qualifications frameworks. The three papers included in this edition have been specifically selected to address this important relationship between the attempts at modernising the South African education and training system since 1994, notably through the NQF, and the broad European attempt embodied in the Bologna Process, that has included the development of two regional qualifications frameworks and more than 30 NQFs.
The first paper is from Stephen Adam, a recognised expert on the Bologna Process, who accepted SAQA’s invitation to speak at the seminar held in Stellenbosch in April 2013. Adam has contributed to several Bologna-related initiatives, including experiential learning, referencing and verification of qualifications frameworks to the QF-EHEA. In his paper, Adam provides a cogent overview of the intricacies of the Bologna Process, as well as some of the strengths, achievements and also weaknesses and failures. Adam points out that the EHEA is ‘clearly in its immature years’ but adds that some of the approaches and tools could be of value to South and Southern Africa. Adam’s paper emphasises the need to build trust and also to avoid developing what he refers to as “zombie” qualifications frameworks that do not have a relationship with other related processes:
The relationship of the NQF with other necessary supportive reforms can be unclear. In some cases, zombie NQFs can be the result - useless frameworks that are not fully alive nor have any real impact on current practices. Such fake reforms can also find a parallel at institutional level where Higher Education Institutions (HEIs) create new cosmetic learning outcomes for old re-packaged, unreformed qualifications.
Martin Oosthuizen, who is also a member of the SAQA Reference Group on Credit Accumalation and Transfer (CAT), was asked to respond to Adam. In his carefully considered response, Oosthuizen recognises similar challenges in the South African and European higher education systems, including high drop-out rates, outmoded curricula as well as the urgent need for higher enrolment rates. Considering these challenges, Oosthuizen explores two main themes in his response: that of the Bologna Process as a framework for reform, and NQFs as tools to promote transparency, comparability and mobility. He makes several observations in the process, such as what constitutes an acceptable level of convergence between diverse national systems. Drawing on Van Damme (2009), Oosthuizen suggests that the Bologna Process provides a good example of balancing the forces of convergence and diversity. In the process of interrogating Bologna as a reform process, he notes the interconnectedness and interdependence of different reform initiatives, the capacity and willingness to adapt, and the support mechanisms put in place for the reform process; points which have been made in the NQF discourse in South Africa for many years. Oosthuizen then applies these insights to the South and Southern African context and comes up with useful considerations for the South African NQF, CAT and quality assurance. He ends his paper with a call for mutually beneficial collaboration opportunities.
The third paper by Padraig Walsh is written from an Irish perspective as it reflects on the role of the Irish National Framework of Qualifications (NFQ) and the European-wide qualifications framework in promoting articulation. The paper is written at a time when the Irish system has just gone through a reform process at a governance level (the oversight bodies have been integrated). In the first part of his paper, Walsh provides a complementary perspective on the EHEA process to that provided by Adam, with specific attention to the inter-relationship between NQFs in European countries and the two meta-frameworks, the QF-EHEA and the EQF. The second part of his paper provides useful insights into the Irish NFQ development leading to the recent establishment of Quality and Qualifications Ireland (QQI).
Research Interests:
This Country Note sets out the findings of an OECD team on an investigation of processes for the recognition of non-formal and informal learning in the Republic of South Africa, taking into account a Country Background Report, other... more
This Country Note sets out the findings of an OECD team on an investigation of processes for the recognition of non-formal and informal learning in the Republic of South Africa, taking into account a Country Background Report, other ancillary information prepared by the South African authorities, as well as the outcomes of the meetings and site visits undertaken by the OECD team in the course of a visit to South Africa between 17 and 22 February 2008.
Background to the project
Recognition of non-formal and informal learning is now high on the policy agenda in many OECD countries. In 1996, the OECD education ministers agreed to develop strategies for “lifelong learning for all”. That approach has been endorsed by ministers of labour, by ministers of social affairs and by the OECD Council at ministerial level. It is an approach whose importance may now be clearer than ever. Learning is a continuous process that takes place throughout life and in many settings. The concept of “from cradle to grave” includes formal, non-formal, and informal learning. If learning is only recognised as the outcome of formal teaching, most of what is learnt is not recognised.
From a policy point of view, the recognition of non-formal and informal learning is wholly consistent with the principle that individuals have an entitlement to recognition for the knowledge, skills and competencies developed through learning, wherever and however that learning took place. The recognition of non-formal and informal learning has the potential to be effective in widening that recognition beyond the range of knowledge, skills and competencies developed in the formal education and training systems.
The non-formal and informal approach can also be effective in attracting learners who would otherwise be unable or reluctant to enter a formal education and training institution. Learning, whether it is recognised through formal credits towards qualifications or by other means, is important in meeting the career, social and personal aspirations of individual learners. But beyond the needs of individuals, the establishment of systems of non-formal and informal learning also has the potential to enrich the social, economic and cultural well-being of the country.
An OECD project entitled Recognition of Non-formal and Informal Learning was launched in 2006 to investigate how much evidence exists on the benefits of such recognition, whether governments know enough about the impact of national policies on such recognition and under what conditions can such recognition be beneficial for all? The project has included over 20 OECD member countries and two countries with strong links to the OECD, one of which, South Africa, is the subject of this report. Subsequent to the visit described in this report, it has been confirmed that South Africa is to become a full member of the OECD.
The working methods of the project consist of desk-based research and a field visit. The desk-based research aims at providing guidance for the preparation of a country background report; developing a framework for data collection (qualitative and quantitative) and analysis. The purpose of the field visit is to deepen understanding of the country’s policy context and to investigate the translation of policy into practice.
Background to the project
Recognition of non-formal and informal learning is now high on the policy agenda in many OECD countries. In 1996, the OECD education ministers agreed to develop strategies for “lifelong learning for all”. That approach has been endorsed by ministers of labour, by ministers of social affairs and by the OECD Council at ministerial level. It is an approach whose importance may now be clearer than ever. Learning is a continuous process that takes place throughout life and in many settings. The concept of “from cradle to grave” includes formal, non-formal, and informal learning. If learning is only recognised as the outcome of formal teaching, most of what is learnt is not recognised.
From a policy point of view, the recognition of non-formal and informal learning is wholly consistent with the principle that individuals have an entitlement to recognition for the knowledge, skills and competencies developed through learning, wherever and however that learning took place. The recognition of non-formal and informal learning has the potential to be effective in widening that recognition beyond the range of knowledge, skills and competencies developed in the formal education and training systems.
The non-formal and informal approach can also be effective in attracting learners who would otherwise be unable or reluctant to enter a formal education and training institution. Learning, whether it is recognised through formal credits towards qualifications or by other means, is important in meeting the career, social and personal aspirations of individual learners. But beyond the needs of individuals, the establishment of systems of non-formal and informal learning also has the potential to enrich the social, economic and cultural well-being of the country.
An OECD project entitled Recognition of Non-formal and Informal Learning was launched in 2006 to investigate how much evidence exists on the benefits of such recognition, whether governments know enough about the impact of national policies on such recognition and under what conditions can such recognition be beneficial for all? The project has included over 20 OECD member countries and two countries with strong links to the OECD, one of which, South Africa, is the subject of this report. Subsequent to the visit described in this report, it has been confirmed that South Africa is to become a full member of the OECD.
The working methods of the project consist of desk-based research and a field visit. The desk-based research aims at providing guidance for the preparation of a country background report; developing a framework for data collection (qualitative and quantitative) and analysis. The purpose of the field visit is to deepen understanding of the country’s policy context and to investigate the translation of policy into practice.
Research Interests:
This edition of the SAQA Bulletin draws together a number of recent contributions focusing on RPL in South Africa, most of which were undertaken or commissioned by SAQA in support of the Ministerial RPL Task Team that was tasked to... more
This edition of the SAQA Bulletin draws together a number of recent contributions focusing on RPL in South Africa, most of which were undertaken or commissioned by SAQA in support of the Ministerial RPL Task Team that was tasked to develop a national strategy for the wide-scale implementation of RPL in the post-school education and training system. At the time of the finalisation of this Bulletin, the recommendation from the Ministerial Task Team had been completed and submitted to the Minister: Higher Education and Training. The contributions have also fed into the development of the revised SAQA policy on RPL, which at the time of the finalisation of this Bulletin was being released for public comment, after which it will be finalised in early 2013.
This collection of papers offer important insights into the current RPL debates as South Africa considers how best to take RPL to the next level. Importantly, the papers build on earlier activities such as the Organisation for Economic Co-operation and Development (OECD) study that was concluded in 2009, as well as the successful international RPL conference that was hosted by SAQA in February 2011.
This collection of papers offer important insights into the current RPL debates as South Africa considers how best to take RPL to the next level. Importantly, the papers build on earlier activities such as the Organisation for Economic Co-operation and Development (OECD) study that was concluded in 2009, as well as the successful international RPL conference that was hosted by SAQA in February 2011.
Research Interests:
This special edition of the SAQA Bulletin has been prepared in recognition of the contribution of Samuel Isaacs to the development of the National Qualifications Framework (NQF) in South Africa. Starting out as the convenor of the... more
This special edition of the SAQA Bulletin has been prepared in recognition of the contribution of Samuel Isaacs to the development of the National Qualifications Framework (NQF) in South Africa. Starting out as the convenor of the Committee for Development Work on the NQF in December 1995, serving as the first chairperson of the South African Qualifications Authority (SAQA) between 1996 and 1997, and then as Chief Executive Officer for a fifteen year period between 1997 and 2012, Samuel Isaacs’ contribution has been considerable. An important characteristic during this period has been regular and timeous written contributions that provide a detailed account of the history of the NQF. This Bulletin is a collation of some of these key publications by Samuel Isaacs and fellow journey-men and women over the period.
As a living contribution to Samuel Isaacs this special edition of the Bulletin will not only be a valuable resource for researchers and key stakeholders; it will also serve as a reader for a newly established course Lifelong Learning and NQFs: Leaders for Learning jointly developed by the University of the Western Cape (UWC) and SAQA. The first intake commences their studies in February 2012. They will participate in this structured continuing education programme which includes the key themes of relationships between lifelong learning and NQFs; conceptual frameworks underpinning NQFs and their evolution; ways of describing the architecture and changing structures of NQFs; the important role of leadership in developing and implementing NQFs; and an aspect championed by Samuel Isaacs over time: the social uses of qualifications.
This edition of the Bulletin includes 14 selected papers written between 1995 and 2011. Each of the articles has already been circulated in the public domain; where prior publication was in non-SAQA books or journals, the necessary permissions have been obtained. In the case of some of the earliest publications, original texts were not available in electronic form and were scanned from hard copies. The original referencing styles of the papers have been retained, and as a result, some differences between papers will be evident. Every effort was made in this process, to ensure accurate reflections of the original texts. The reader is requested to alert SAQA if any inaccuracies are found; these items will be corrected in the first reprint of this Bulletin.
As a living contribution to Samuel Isaacs this special edition of the Bulletin will not only be a valuable resource for researchers and key stakeholders; it will also serve as a reader for a newly established course Lifelong Learning and NQFs: Leaders for Learning jointly developed by the University of the Western Cape (UWC) and SAQA. The first intake commences their studies in February 2012. They will participate in this structured continuing education programme which includes the key themes of relationships between lifelong learning and NQFs; conceptual frameworks underpinning NQFs and their evolution; ways of describing the architecture and changing structures of NQFs; the important role of leadership in developing and implementing NQFs; and an aspect championed by Samuel Isaacs over time: the social uses of qualifications.
This edition of the Bulletin includes 14 selected papers written between 1995 and 2011. Each of the articles has already been circulated in the public domain; where prior publication was in non-SAQA books or journals, the necessary permissions have been obtained. In the case of some of the earliest publications, original texts were not available in electronic form and were scanned from hard copies. The original referencing styles of the papers have been retained, and as a result, some differences between papers will be evident. Every effort was made in this process, to ensure accurate reflections of the original texts. The reader is requested to alert SAQA if any inaccuracies are found; these items will be corrected in the first reprint of this Bulletin.
Research Interests:
Four papers delivered at the SAQA ILO Symposium on 8 and 9 September 2011 are included in this Bulletin. The first paper by Keevy and Bolton is entitled What is the South African National Qualifications Framework and how can its impact be... more
Four papers delivered at the SAQA ILO Symposium on 8 and 9 September 2011 are included in this Bulletin. The first paper by Keevy and Bolton is entitled What is the South African National Qualifications Framework and how can its impact be measured? This paper focuses on different and evolving understandings of NQFs since first introduced in the late 1980s and the present, drawing in particular on the experiences of SAQA in overseeing the South African NQF since 1998. The paper interrogates the different understandings of the NQF and the implications of each based on historical evidence.
The second paper entitled Classification of qualifications: in praise of relevance is prepared by Castejon from the European Training Foundation (ETF) based in Turin, Italy. Reflecting on the work of the ETF in European countries as well as with the EQF, this paper considers three approaches to the development of an NQF: (1) path dependent or historically contextualised trajectory that necessarily entails minimum transaction costs; (2) communicative approach which takes the existing system as a starting point and is mostly led by educational institutions; and (3) regulatory approach which takes a future system as a starting point. Using the French NQF as a case study, Castejon illustrates how an NQF can bring about change in a system based on elements of all three of the approaches.
The implementation and labour market impact of National Qualifications Frameworks: synopsis of ILO research findings is a collection of key International Labour Organisation (ILO) research findings that relate to NQFs and that outlines the ILO’s mission on skills development within the context of the G20 Training Strategy for strong, sustained and balanced growth. This paper is prepared by Evans-Klock based at the ILO in Geneva, with support from Aggarwal based at the ILO regional office in Pretoria. Key findings from reports written by Young (2005), Tuck (2007) and Allais (2010) are presented followed by questions for further research. The lack of the inclusion of the voices of employers, trade unions and institutions is noted, as well as the relatively early stage of development of NQFs when the studies were undertaken. The paper also suggests that it may be more useful to investigate broader set of measures for achieving labour market goals, rather than looking at NQFs directly.
The fourth paper prepared by Arnesen is entitled Taking the NQF to the people: thoughts on the South African NQF Advocacy Project. This paper provides an overview of the NQF Advocacy Project in South Africa which is based on the principles of social marketing that were introduced in the 1970s: social marketing does not focus on commercial gain, but rather on positive social change without profit to the marketer. According to Arnesen the contribution of this approach to the understanding of the NQF in South Africa provides important insights that may also be of value to other countries.
The final paper is a SAQA commissioned reflection on NQFs following the symposium entitled Militant modesty: Communication and impact in the mission of the NQF. The authors of this paper, French and King, attended the symposium and used the debates as a springboard for the discussion presented in their paper. The paper is not intended as a summary of the symposium, nor does it reflect the views of SAQA or the ILO.
cooperative functions of an NQF, while also presenting a powerful realty check to implementers. Raising a critique of the use of theory in the evaluation of NQFs, French and King make an impatient call for action from implementing agencies to gather evidence about real practices in order to inform the communicative role of the NQF. Building their arguments around a central theme of “militant modesty” the authors argue for humility before the challenges facing the NQF, but with assertiveness about the importance and value of the work.
Following from a reading of the five papers and a reflection on the debates that took place during the symposium it is evident that NQFs are dynamic, complex, multi-dimensional and evolving constructs that can, and are, being implemented using a variety of approaches across the world. It is also true that evidence of the impact of NQFs remains limited, mainly as a result of the relatively early stage of development, but also because the methodologies to measure the impact of NQFs remain under-developed. When understanding an NQF as a relational device that is not an end in its own right, the measurement of impact takes on a new dimension which includes the following:
• Taking network rather than linear views;
• Investigating the broader set of measures for achieving labour market goals,
rather than looking at the NQF directly;
• Probing the use of NQFs by employers, organised labour and institutions rather
than limiting the focus to the architects of the system;
• Direct participative social marketing of the NQF to influence behaviour rather
than brand positioning and awareness;
• Dynamic measurement rather than longitudinal and comparative studies;
• A systematic study of the web of relations rather than isolated events;
• A historical situated and path-dependent approach rather than an ahistorical
analysis.
The second paper entitled Classification of qualifications: in praise of relevance is prepared by Castejon from the European Training Foundation (ETF) based in Turin, Italy. Reflecting on the work of the ETF in European countries as well as with the EQF, this paper considers three approaches to the development of an NQF: (1) path dependent or historically contextualised trajectory that necessarily entails minimum transaction costs; (2) communicative approach which takes the existing system as a starting point and is mostly led by educational institutions; and (3) regulatory approach which takes a future system as a starting point. Using the French NQF as a case study, Castejon illustrates how an NQF can bring about change in a system based on elements of all three of the approaches.
The implementation and labour market impact of National Qualifications Frameworks: synopsis of ILO research findings is a collection of key International Labour Organisation (ILO) research findings that relate to NQFs and that outlines the ILO’s mission on skills development within the context of the G20 Training Strategy for strong, sustained and balanced growth. This paper is prepared by Evans-Klock based at the ILO in Geneva, with support from Aggarwal based at the ILO regional office in Pretoria. Key findings from reports written by Young (2005), Tuck (2007) and Allais (2010) are presented followed by questions for further research. The lack of the inclusion of the voices of employers, trade unions and institutions is noted, as well as the relatively early stage of development of NQFs when the studies were undertaken. The paper also suggests that it may be more useful to investigate broader set of measures for achieving labour market goals, rather than looking at NQFs directly.
The fourth paper prepared by Arnesen is entitled Taking the NQF to the people: thoughts on the South African NQF Advocacy Project. This paper provides an overview of the NQF Advocacy Project in South Africa which is based on the principles of social marketing that were introduced in the 1970s: social marketing does not focus on commercial gain, but rather on positive social change without profit to the marketer. According to Arnesen the contribution of this approach to the understanding of the NQF in South Africa provides important insights that may also be of value to other countries.
The final paper is a SAQA commissioned reflection on NQFs following the symposium entitled Militant modesty: Communication and impact in the mission of the NQF. The authors of this paper, French and King, attended the symposium and used the debates as a springboard for the discussion presented in their paper. The paper is not intended as a summary of the symposium, nor does it reflect the views of SAQA or the ILO.
cooperative functions of an NQF, while also presenting a powerful realty check to implementers. Raising a critique of the use of theory in the evaluation of NQFs, French and King make an impatient call for action from implementing agencies to gather evidence about real practices in order to inform the communicative role of the NQF. Building their arguments around a central theme of “militant modesty” the authors argue for humility before the challenges facing the NQF, but with assertiveness about the importance and value of the work.
Following from a reading of the five papers and a reflection on the debates that took place during the symposium it is evident that NQFs are dynamic, complex, multi-dimensional and evolving constructs that can, and are, being implemented using a variety of approaches across the world. It is also true that evidence of the impact of NQFs remains limited, mainly as a result of the relatively early stage of development, but also because the methodologies to measure the impact of NQFs remain under-developed. When understanding an NQF as a relational device that is not an end in its own right, the measurement of impact takes on a new dimension which includes the following:
• Taking network rather than linear views;
• Investigating the broader set of measures for achieving labour market goals,
rather than looking at the NQF directly;
• Probing the use of NQFs by employers, organised labour and institutions rather
than limiting the focus to the architects of the system;
• Direct participative social marketing of the NQF to influence behaviour rather
than brand positioning and awareness;
• Dynamic measurement rather than longitudinal and comparative studies;
• A systematic study of the web of relations rather than isolated events;
• A historical situated and path-dependent approach rather than an ahistorical
analysis.
Research Interests:
"This Bulletin contains the papers presented at the Second Annual NQF Colloquium held at the Velmoré Conference Centre, Midrand, 10 to 11 August 2006. Couched within the overarching theme of “The NQF as a socially inclusive and... more
"This Bulletin contains the papers presented at the Second Annual NQF Colloquium held at the Velmoré Conference Centre, Midrand, 10 to 11 August 2006.
Couched within the overarching theme of “The NQF as a socially inclusive and cohesive system”, the six speakers were asked to prepare papers on the following three sub-themes:
International qualifications frameworks developments
Here the interaction between Jim Gallacher (Co-director, Centre for Research in Lifelong Learning, Glasgow Caledonian University, Scotland) and Samuel Isaacs (Executive Officer, SAQA) offers a useful insight into the role of national and regional qualifications frameworks (NQFs) in introducing change and providing new opportunities for learners. Their papers show that the challenges faced in South Africa are not unique. In particular they show that the international NQF discourse includes numerous debates on similar challenges as well as the ways in which they were addressed.
The NQF as a community of practice/trust
Collectively, Molapo Qhobela (Chief Director, Higher Education Policy, Department of Education) and Ben Parker (previously with the University of Kwazulu Natal, now Strategic Operations Manager, Umgungundlovu FET College) offer a wealth of experience of the South African education and training system. In their papers they build on the notions of communities of practice (Etienne Wenger) and communities of trust (Michael Young) and ask to what extent the NQF can be seen as such.
The NQF as a social construct
While the “social construct” interpretation of the NQF was often heard in the early years of NQF development and implementation in South African (Isaacs and Cosser), such voices seem to have receded. Under this sub-theme Yusef Waghid (University of Stellenbosch, Education Policy Studies) and Mary Metcalfe (University of the Witwatersrand, School of Education) consider whether the NQF can legitimately be referred to as a “social construct” or whether it is a process which is still in the making. "
Couched within the overarching theme of “The NQF as a socially inclusive and cohesive system”, the six speakers were asked to prepare papers on the following three sub-themes:
International qualifications frameworks developments
Here the interaction between Jim Gallacher (Co-director, Centre for Research in Lifelong Learning, Glasgow Caledonian University, Scotland) and Samuel Isaacs (Executive Officer, SAQA) offers a useful insight into the role of national and regional qualifications frameworks (NQFs) in introducing change and providing new opportunities for learners. Their papers show that the challenges faced in South Africa are not unique. In particular they show that the international NQF discourse includes numerous debates on similar challenges as well as the ways in which they were addressed.
The NQF as a community of practice/trust
Collectively, Molapo Qhobela (Chief Director, Higher Education Policy, Department of Education) and Ben Parker (previously with the University of Kwazulu Natal, now Strategic Operations Manager, Umgungundlovu FET College) offer a wealth of experience of the South African education and training system. In their papers they build on the notions of communities of practice (Etienne Wenger) and communities of trust (Michael Young) and ask to what extent the NQF can be seen as such.
The NQF as a social construct
While the “social construct” interpretation of the NQF was often heard in the early years of NQF development and implementation in South African (Isaacs and Cosser), such voices seem to have receded. Under this sub-theme Yusef Waghid (University of Stellenbosch, Education Policy Studies) and Mary Metcalfe (University of the Witwatersrand, School of Education) consider whether the NQF can legitimately be referred to as a “social construct” or whether it is a process which is still in the making. "
Research Interests:
Three of the five papers included in this issue of the SAQA Bulletin have been drawn from the proceedings of the sixth Q-Africa conference, which was held at Gallagher Estate from 16–17 November 2005. The conference theme was Building... more
Three of the five papers included in this issue of the SAQA Bulletin have been drawn from the proceedings of the sixth Q-Africa conference, which was held at Gallagher Estate from 16–17 November 2005. The conference theme was Building communities of trust, which attracted a variety of presentations and papers from South Africa, the Southern African Development Community (SADC), Africa and further afield. Another paper is from a recent Kenton conference, while the last is a commissioned paper in response to the SAQA Chairperson’s Lecture held in March 2006.
Research Interests:
This report is a summary of an exploratory investigation into the use of credit accumulation and transfer (CAT) systems in the international context. SAQA has undertaken this research to compare the NQF in South Africa with NQFs in other... more
This report is a summary of an exploratory investigation into the use of credit accumulation and transfer (CAT) systems in the international context. SAQA has undertaken this research to
compare the NQF in South Africa with NQFs in other countries. This report is a contribution to the ongoing debate on different forms of NQFs. The report is structured into three sections. The first is an attempt to reach a common understanding of a CAT system, including the perceived benefits for such a system; the
second looks at credit accumulation and transfer as these occur in or alongside existing and emerging NQFs; and the third reflects on the possibility of the South African NQF as a CAT system, including possible obstacles and challenges that may limit such a development.
compare the NQF in South Africa with NQFs in other countries. This report is a contribution to the ongoing debate on different forms of NQFs. The report is structured into three sections. The first is an attempt to reach a common understanding of a CAT system, including the perceived benefits for such a system; the
second looks at credit accumulation and transfer as these occur in or alongside existing and emerging NQFs; and the third reflects on the possibility of the South African NQF as a CAT system, including possible obstacles and challenges that may limit such a development.
Research Interests:
Special edition to coincide with the Fourth Annual SAQA Chairperson's Lecture held in Midrand, 15 March 2006.
Research Interests:
The South African Qualifications Authority (SAQA) hosted the First Annual National Qualifications Framework (NQF) Colloquium at the Council for Scientific and Industrial Research (CSIR) Convention Centre from 13 to 14 June 2005. The... more
The South African Qualifications Authority (SAQA) hosted the First Annual National Qualifications Framework (NQF) Colloquium at the Council for Scientific and Industrial Research (CSIR) Convention Centre from 13 to 14 June 2005. The Colloquium was well attended with more than 150 key NQF stakeholders and partners participating. The purpose of the NQF Colloquium was to establish a joint forward-looking research agenda between SAQA and NQF stakeholders by encouraging debate on, and intellectual scrutiny of, topical NQF-related matters.
Research Interests:
The papers in this edition of the SAQA Bulletin have been drawn from the proceedings of the annual Qualification Africa Conference that was held at Gallagher Estate in September 2004. The conference theme “Thinking and doing education and... more
The papers in this edition of the SAQA Bulletin have been drawn from the proceedings of the annual Qualification Africa Conference that was held at Gallagher Estate in September 2004. The conference theme “Thinking and doing education and training anew” proved to be very appropriate and attracted
a variety of presentations and papers from South Africa, Ireland, Scotland, Germany and various African countries. The first paper by Tuck, Hart and Keevy suggests ways in which the outcomes
of the National Qualification Framework (NQF) Impact Study can inform qualification framework development in Southern African Development Community (SADC) countries. This lengthy but very informative discussion on National Qualifications Frameworks from an international perspective will be of interest to many readers. Heyns and Needham explore the notoriously difficult topic of “integration”. They try to unravel on three levels ranging from macro to micro what is meant by an integrated NQF. This presentation at the conference was particularly well attended suggesting that there is still much debate around this topic that forms such an important part of NQF implementation.
The paper by Brian Forbes focuses on assessment strategies in the higher education sector. His paper is an excellent example of how many NQF principles can be applied both in education and training. The paper by Christoph Vorwerk explores another important topic, namely that of essential embedded knowledge. Vorwerk argues that the important role of embedded knowledge has been neglected when designing NQF unit standards.
The last three papers were commissioned by SAQA and relate to the third annual Chairperson’s Lecture held at Gallagher Estate, Johannesburg on 14 September 2004. The papers by Jonathan Jansen and Botshabelo Maja are responses to a paper by Gary Granville, which was published in Volume 6:1 of the SAQA Bulletin. A third paper by Edward French presents not only a summary
of these three papers (i.e. those by Granville, Jansen and Maja) but also offers a significant critique of the common theme, namely the NQF Impact Study. Collectively these papers present diverse opinions of SAQA’s approach to measuring the impact of the NQF and encourage more debate around this important initiative.
a variety of presentations and papers from South Africa, Ireland, Scotland, Germany and various African countries. The first paper by Tuck, Hart and Keevy suggests ways in which the outcomes
of the National Qualification Framework (NQF) Impact Study can inform qualification framework development in Southern African Development Community (SADC) countries. This lengthy but very informative discussion on National Qualifications Frameworks from an international perspective will be of interest to many readers. Heyns and Needham explore the notoriously difficult topic of “integration”. They try to unravel on three levels ranging from macro to micro what is meant by an integrated NQF. This presentation at the conference was particularly well attended suggesting that there is still much debate around this topic that forms such an important part of NQF implementation.
The paper by Brian Forbes focuses on assessment strategies in the higher education sector. His paper is an excellent example of how many NQF principles can be applied both in education and training. The paper by Christoph Vorwerk explores another important topic, namely that of essential embedded knowledge. Vorwerk argues that the important role of embedded knowledge has been neglected when designing NQF unit standards.
The last three papers were commissioned by SAQA and relate to the third annual Chairperson’s Lecture held at Gallagher Estate, Johannesburg on 14 September 2004. The papers by Jonathan Jansen and Botshabelo Maja are responses to a paper by Gary Granville, which was published in Volume 6:1 of the SAQA Bulletin. A third paper by Edward French presents not only a summary
of these three papers (i.e. those by Granville, Jansen and Maja) but also offers a significant critique of the common theme, namely the NQF Impact Study. Collectively these papers present diverse opinions of SAQA’s approach to measuring the impact of the NQF and encourage more debate around this important initiative.
Research Interests:
This edition of the SAQA Bulletin focuses on Further Education and Training (FET) in support of the Minister of Education’s declaration of 2003 as “The year of FET”. In August 2002 SAQA commissioned a paper from the HSRC. The paper,... more
This edition of the SAQA Bulletin focuses on Further Education and Training (FET) in support of the Minister of Education’s declaration of 2003 as “The year of FET”. In August 2002 SAQA commissioned a paper from the HSRC. The paper, titled Further
Education and Training: Quo Vadis?, was prepared by Mr Botshabelo Maja and Ms Susan Meyer. This paper and invited responses to it were presented at the annual SAQA
Chairman’s Lecture on 9 April 2003. The complete paper and responses are contained in this edition of the SAQA Bulletin.
Apart from a few minor editorial changes the responses have been reproduced in the form in which they were presented at the lecture.
Education and Training: Quo Vadis?, was prepared by Mr Botshabelo Maja and Ms Susan Meyer. This paper and invited responses to it were presented at the annual SAQA
Chairman’s Lecture on 9 April 2003. The complete paper and responses are contained in this edition of the SAQA Bulletin.
Apart from a few minor editorial changes the responses have been reproduced in the form in which they were presented at the lecture.
Research Interests:
This special edition of the South African Qualifications Authority (SAQA) Bulletin has been published to coincide with the third annual SAQA Chairperson’s Lecture held at Gallagher Estate, Johannesburg on 14 September 2004. The title of... more
This special edition of the South African Qualifications Authority (SAQA) Bulletin has been published to coincide with the third annual SAQA Chairperson’s Lecture held at Gallagher Estate, Johannesburg on 14 September 2004. The title of the lecture is “Impact of the National Qualifications Framework after ten years of democracy”.
Research Interests:
This edition of the SAQA Bulletin contains five papers focusing on a range of NQF-related issues. The first paper entitled Understanding systemic change in building a South African Education and Training System: lessons learnt in... more
This edition of the SAQA Bulletin contains five papers focusing on a range of NQF-related issues.
The first paper entitled Understanding systemic change in building a South African Education and Training System: lessons learnt in overseeing the NQF, is based on a presentation in March 2003 by Samuel Isaacs at a local conference hosted by the Delta Foundation. It discusses the systemic change that the South African system is undergoing, and especially the role played by the NQF and SAQA. The paper gives a comprehensive description of the legislative framework in which the NQF is being implemented and relates the role of SAQA to other role players in education and training. The first part of the paper will be particularly valuable to someone who is not involved daily with the NQF. The second part of Isaacs’s paper unpacks the deeper underlying systemic issues that have confronted SAQA during NQF implementation. Some of these include: the effect of a combination of high pressure and high support; the relationship between leadership, management and transformation; the threat of underlying power issues.
The Isaacs paper covers a broad range of NQF-related issues and sets the scene for the next two papers by Merlyn Mehl and Jonathan Jansen that evaluate the documents that were recently released by the Departments of Education and Labour. In 2003, SAQA commissioned Mehl's paper The National Qualifications Framework: Quo Vadis? and Jansen’s paper Meta-evaluation Study: The Review of the South African Qualifications Framework (SAQA) and the National Qualifications Framework (NQF) with the brief to conduct a meta-evaluation study (an evaluation of an evaluation as explained by Jansen) of the recent reviews of SAQA and the NQF. Jansen and Mehl are both recognised academics and have been involved with the NQF since its conceptualisation in the early 1990s. The two papers represent their personal views and are not necessarily those of SAQA nor of the institutions with which they are associated.
A brief background to these two evaluations is useful. NQF stakeholders and partners were given the opportunity to submit comments on both documents. In 2002, the first round of public comments on the Report of the Study Team on the Implementation of the NQF resulted in the publication in 2003 of the Consultative Document by the Departments of Education and Labour. The Consultative Document is significantly different from the Report of the Study Team, as the two responsible ministers admitted in the foreword to the Consultative Document:
It is with great pleasure that we are able to publish an initial joint response from the Departments of Education and Labour to the Report of the Study Team on the Implementation of the National Qualifications Framework (April 2002).
We appreciate that this work has taken far longer than expected and that a number of people and process have been inconvenienced in the delay. So much is at stake and so many people will be affected by the outcomes that considerable care had to be exercised in its preparation.
Given that some important proposals in this inter-departmental document differ substantially from those in the Study Team’s Report it is only fair to give interested parties an opportunity to comment on them before final decisions are made (Consultative Document, 2003:ii).
By the time this edition of the SAQA Bulletin was published the public comment phase for the Consultative Document had been completed. Extensive comments (including those of SAQA) had been received by the joint departmental Task Team who was responsible for drawing up the Consultative Document. Except for the sense of urgency conveyed above by the ministers, there seemed to be no clear indication of the way forward.
It is against this background that SAQA commissioned Jansen and Mehl to undertake evaluations of the Consultative Document. The two evaluations are interesting reading and although structured differently, convey a similar message. This is that the Task Team for the Consultative Document has moved ‘well beyond’ the narrow ambit of the terms of reference for the original Study Team whose only task was to speed up the implementation of the NQF by conducting a focused study:
The Ministers explicitly stated that the study was not aimed at reversing the establishment and goals of the NQF (Report of the Study Team, 2002:3).
Jansen’s paper is a meta-evaluation of the Consultative Document. Mehl uses a broader systemic approach, but nonetheless also addresses the main proposals contained in that document.
The last two papers go beyond the current NQF debates and focus on the architecture of qualifications within South Africa and the assessment and recognition of prior learning.
The paper by Nadina Coetzee , entitled Education and Training in South Africa after a decade of democracy, was presented in September 2003 at the 15th Annual Conference of the European Association for International Education held in Vienna. As was the case with Isaac’s paper, Coetzee’s paper gives a particularly useful overview of South Africa’s transition from past education practices and includes a discussion on the establishment of the NQF. The detailed description of the current education and training structure complimented by an annexure providing a linear comparison between the previous fragmented structure and the NQF is particularly valuable for the informed reader.
The final paper by Ronel Heyns is entitled Developing models for the assessment and Recognition of Prior Learning. The paper was presented in September 2003 at the Qualifications Africa Conference held in Midrand. It is of a technical nature and will be of particular value to individuals and education and training providers who are faced with the challenges of implementing RPL. Heyns gives extensive examples of how credits can be obtained for qualifications and part qualifications in the context of the NQF. She describes ‘equivalence of learning’ and the identification of appropriate ‘fit-for-purpose’ assessment instruments. This paper builds on the work done in two other SAQA publications, The Recognition of Prior Learning in the context of the South African National Qualifications Framework and Criteria and guidelines for the implementation of RPL in the context of the South African NQF .
The first paper entitled Understanding systemic change in building a South African Education and Training System: lessons learnt in overseeing the NQF, is based on a presentation in March 2003 by Samuel Isaacs at a local conference hosted by the Delta Foundation. It discusses the systemic change that the South African system is undergoing, and especially the role played by the NQF and SAQA. The paper gives a comprehensive description of the legislative framework in which the NQF is being implemented and relates the role of SAQA to other role players in education and training. The first part of the paper will be particularly valuable to someone who is not involved daily with the NQF. The second part of Isaacs’s paper unpacks the deeper underlying systemic issues that have confronted SAQA during NQF implementation. Some of these include: the effect of a combination of high pressure and high support; the relationship between leadership, management and transformation; the threat of underlying power issues.
The Isaacs paper covers a broad range of NQF-related issues and sets the scene for the next two papers by Merlyn Mehl and Jonathan Jansen that evaluate the documents that were recently released by the Departments of Education and Labour. In 2003, SAQA commissioned Mehl's paper The National Qualifications Framework: Quo Vadis? and Jansen’s paper Meta-evaluation Study: The Review of the South African Qualifications Framework (SAQA) and the National Qualifications Framework (NQF) with the brief to conduct a meta-evaluation study (an evaluation of an evaluation as explained by Jansen) of the recent reviews of SAQA and the NQF. Jansen and Mehl are both recognised academics and have been involved with the NQF since its conceptualisation in the early 1990s. The two papers represent their personal views and are not necessarily those of SAQA nor of the institutions with which they are associated.
A brief background to these two evaluations is useful. NQF stakeholders and partners were given the opportunity to submit comments on both documents. In 2002, the first round of public comments on the Report of the Study Team on the Implementation of the NQF resulted in the publication in 2003 of the Consultative Document by the Departments of Education and Labour. The Consultative Document is significantly different from the Report of the Study Team, as the two responsible ministers admitted in the foreword to the Consultative Document:
It is with great pleasure that we are able to publish an initial joint response from the Departments of Education and Labour to the Report of the Study Team on the Implementation of the National Qualifications Framework (April 2002).
We appreciate that this work has taken far longer than expected and that a number of people and process have been inconvenienced in the delay. So much is at stake and so many people will be affected by the outcomes that considerable care had to be exercised in its preparation.
Given that some important proposals in this inter-departmental document differ substantially from those in the Study Team’s Report it is only fair to give interested parties an opportunity to comment on them before final decisions are made (Consultative Document, 2003:ii).
By the time this edition of the SAQA Bulletin was published the public comment phase for the Consultative Document had been completed. Extensive comments (including those of SAQA) had been received by the joint departmental Task Team who was responsible for drawing up the Consultative Document. Except for the sense of urgency conveyed above by the ministers, there seemed to be no clear indication of the way forward.
It is against this background that SAQA commissioned Jansen and Mehl to undertake evaluations of the Consultative Document. The two evaluations are interesting reading and although structured differently, convey a similar message. This is that the Task Team for the Consultative Document has moved ‘well beyond’ the narrow ambit of the terms of reference for the original Study Team whose only task was to speed up the implementation of the NQF by conducting a focused study:
The Ministers explicitly stated that the study was not aimed at reversing the establishment and goals of the NQF (Report of the Study Team, 2002:3).
Jansen’s paper is a meta-evaluation of the Consultative Document. Mehl uses a broader systemic approach, but nonetheless also addresses the main proposals contained in that document.
The last two papers go beyond the current NQF debates and focus on the architecture of qualifications within South Africa and the assessment and recognition of prior learning.
The paper by Nadina Coetzee , entitled Education and Training in South Africa after a decade of democracy, was presented in September 2003 at the 15th Annual Conference of the European Association for International Education held in Vienna. As was the case with Isaac’s paper, Coetzee’s paper gives a particularly useful overview of South Africa’s transition from past education practices and includes a discussion on the establishment of the NQF. The detailed description of the current education and training structure complimented by an annexure providing a linear comparison between the previous fragmented structure and the NQF is particularly valuable for the informed reader.
The final paper by Ronel Heyns is entitled Developing models for the assessment and Recognition of Prior Learning. The paper was presented in September 2003 at the Qualifications Africa Conference held in Midrand. It is of a technical nature and will be of particular value to individuals and education and training providers who are faced with the challenges of implementing RPL. Heyns gives extensive examples of how credits can be obtained for qualifications and part qualifications in the context of the NQF. She describes ‘equivalence of learning’ and the identification of appropriate ‘fit-for-purpose’ assessment instruments. This paper builds on the work done in two other SAQA publications, The Recognition of Prior Learning in the context of the South African National Qualifications Framework and Criteria and guidelines for the implementation of RPL in the context of the South African NQF .
Research Interests:
The glossary of terms draws on existing and emerging legislation, as well as on common understandings which have been agreed upon within the broader NQF community. In the instances where definitions are based on existing legislation or... more
The glossary of terms draws on existing and emerging legislation, as well as on common understandings which have been agreed upon within the broader NQF community. In the instances where definitions are based on existing legislation or policies, the sources have been indicated. Wherepossible,terms have been contextualised to include the different approaches followed within the sub-frameworks of the NQF. International use of terms has also been considered. The purpose of the glossary is primarily to provide a comprehensive list of the most up-to-date terms used in the NQF environment and, as a result, does not include terms which are no longer used. This glossary will be updated on a regular basis to ensure that further developments are included as they are introduced.
Research Interests:
The object of this System of Collaboration is to guide the mutual relations of SAQA and the Quality Councils, namely the Council on Higher Education (CHE), Umalusi and the Quality Council for Trades and Occupations (QCTO), in such a... more
The object of this System of Collaboration is to guide the mutual relations of SAQA and the Quality Councils, namely the Council on Higher Education (CHE), Umalusi and the Quality Council for Trades and Occupations (QCTO), in such a manner as to promote constructive cooperation.
Research Interests:
The National Qualifications Framework (NQF) Act (67 of 2008) requires that the development and implementation of the NQF and by implication, also the three sub-frameworks, takes place in accordance with an NQF Implementation Framework... more
The National Qualifications Framework (NQF) Act (67 of 2008) requires that the development and implementation of the NQF and by implication, also the three sub-frameworks, takes place in accordance with an NQF Implementation Framework that is prepared by South African Qualifications Authority (SAQA) after consultation with the Quality Councils (QCs). This document contains the key elements of the NQF Implementation Framework for the period 2011 to 2015.
Research Interests:
This draft policy and criteria draws on several prior initiatives, including research into CAT models conducted by SAQA in 2006 (see the SAQA Bulletin Vol. 9[2]) and 2010; an Umalusi discussion document on CAT (2010); the Centre for... more
This draft policy and criteria draws on several prior initiatives, including research into CAT models conducted by SAQA in 2006 (see the SAQA Bulletin Vol. 9[2]) and 2010; an Umalusi discussion document on CAT (2010); the Centre for Education Policy Development (CEPD) articulation conference report (2012); as well as a range of relevant local and international publications such as: Butler and Hope (2000); European Centre for the Development of Vocational Training (CEDFEOP) (2013); Perold, Cloete and Papier (2012); Victoria Qualifications Authority (2003 and 2004); Laitinen (2012); Australia Department of Education, Science and Training (2006); Engineering Council of South Africa (2009); Nel (2006); Vickers (2013). In addition to the available literature, this policy draws on existing good practices identified in South Africa. These practices have been investigated and documented through the NQF research conference held in February 2013.
This is the first time that national CAT policy and criteria is developed within South Africa. The conceptual model on which the policy draws will be further strengthened through the implementation of this policy and further research. Despite this limitation SAQA is of the view that this CAT policy and criteria provides an important benchmark that will have a positive impact on the education and training system by putting in place nationally agreed principles.
The core of the CAT model proposed in this policy and criteria is based on two approaches embedded within the South African NQF: (1) a description of qualifications in terms of learning outcomes in relation to the level descriptors of the NQF; and (2) the allocation of credits for the achievement of learning outcomes.
The CAT model described within this policy and criteria is of a reforming nature: while it draws on existing good practices, it also provides a strong impetus for change across various sectors where CAT remains limited. The policy and criteria provides a set of broad principles for CAT as well as specific roles for SAQA, the Quality Councils, education institutions, skills development providers, professional bodies and workplaces. An important feature of this CAT model is an arrangement whereby the diverse features of both credit accumulation and credit transfer are combined to facilitate lifelong learning and access to the workplace. In this regard the policy and criteria provides clarity on the features of both credit accumulation and credit transfer as they can be implemented within the South African context.
This is the first time that national CAT policy and criteria is developed within South Africa. The conceptual model on which the policy draws will be further strengthened through the implementation of this policy and further research. Despite this limitation SAQA is of the view that this CAT policy and criteria provides an important benchmark that will have a positive impact on the education and training system by putting in place nationally agreed principles.
The core of the CAT model proposed in this policy and criteria is based on two approaches embedded within the South African NQF: (1) a description of qualifications in terms of learning outcomes in relation to the level descriptors of the NQF; and (2) the allocation of credits for the achievement of learning outcomes.
The CAT model described within this policy and criteria is of a reforming nature: while it draws on existing good practices, it also provides a strong impetus for change across various sectors where CAT remains limited. The policy and criteria provides a set of broad principles for CAT as well as specific roles for SAQA, the Quality Councils, education institutions, skills development providers, professional bodies and workplaces. An important feature of this CAT model is an arrangement whereby the diverse features of both credit accumulation and credit transfer are combined to facilitate lifelong learning and access to the workplace. In this regard the policy and criteria provides clarity on the features of both credit accumulation and credit transfer as they can be implemented within the South African context.
Research Interests:
This revised National Policy for the Implementation of Recognition of Prior Learning (RPL) provides for the implementation of RPL within the context of the National Qualifications Framework (NQF) Act 67 of 2008.
Research Interests:
The purpose of level descriptors for Levels One to Ten of the National Qualifications Framework is to ensure coherence in learning achievement in the allocation of qualifications and part qualifications to particular levels, and to... more
The purpose of level descriptors for Levels One to Ten of the National Qualifications Framework is to ensure coherence in learning achievement in the allocation of qualifications and part qualifications to particular levels, and to facilitate the assessment of the national and international comparability of qualifications and part qualifications.
Research Interests:
This policy and criteria outlines the manner in which the South African Qualifications Authority (SAQA) recognises statutory and non-statutory professional bodies for the purposes of the National Qualifications Framework (NQF) Act (Act... more
This policy and criteria outlines the manner in which the South African Qualifications Authority (SAQA) recognises statutory and non-statutory professional bodies for the purposes of the National
Qualifications Framework (NQF) Act (Act 67 of 2008), as well as the manner in which professional designations from recognised professional bodies are registered on the NQF by SAQA.
Qualifications Framework (NQF) Act (Act 67 of 2008), as well as the manner in which professional designations from recognised professional bodies are registered on the NQF by SAQA.
Research Interests:
The South African Qualifications Authority (SAQA) and its partners and stakeholders have a clear mandate to create an integrated national framework for learning achievements to enhance the quality of education and training and to... more
The South African Qualifications Authority (SAQA) and its partners and stakeholders have a clear mandate to create an integrated national framework for learning achievements to enhance the quality of education and training and to accelerate the redress of past unfair discrimination. This guideline document is an example of such an attempt, and involves the following major roleplayers:
• the South African Qualifications Authority (SAQA);
• Education and Training Quality Assurance bodies (ETQAs); and • small-, medium- and micro enterprises (SMMEs) that offer education and training.
Small businesses have a major role to play in the South African economy in terms of employment creation, income generation, and output growth. Many initiatives are currently underway to develop the SMME sector, but these initiatives are not necessarily focused on SMMEs that provide education and training.
As in other sectors, SMME provisioning is well documented. The education and training sector includes providers such as those offering training on behalf of the Department of Labour (DoL) and non-governmental organisations (NGOs) offering short courses in a particular field; e.g., aimed at non-profit organisations and consultancies. Many of these providers came into being in protest to the unjust educational policies of the past, while others developed out of the need to train staff in specific skills, such as management and information technology. The financial range and viability of these providers differ substantially, with some barely able to make ends meet, and others generating substantial income. Regardless of income, some SMME providers fall within the category of non-levy payers3 and are often subject to direct charging for accreditation by ETQAs. The cost of gaining accreditation may prove to be unaffordable for the majority of these providers.
The most important implication is that SMME education, training and development (ETD) providers may opt not to seek accreditation. This will have an impact on the right of such providers to offer education and training programmes and, just as importantly, leave them outside of the quality assurance spiral.
• the South African Qualifications Authority (SAQA);
• Education and Training Quality Assurance bodies (ETQAs); and • small-, medium- and micro enterprises (SMMEs) that offer education and training.
Small businesses have a major role to play in the South African economy in terms of employment creation, income generation, and output growth. Many initiatives are currently underway to develop the SMME sector, but these initiatives are not necessarily focused on SMMEs that provide education and training.
As in other sectors, SMME provisioning is well documented. The education and training sector includes providers such as those offering training on behalf of the Department of Labour (DoL) and non-governmental organisations (NGOs) offering short courses in a particular field; e.g., aimed at non-profit organisations and consultancies. Many of these providers came into being in protest to the unjust educational policies of the past, while others developed out of the need to train staff in specific skills, such as management and information technology. The financial range and viability of these providers differ substantially, with some barely able to make ends meet, and others generating substantial income. Regardless of income, some SMME providers fall within the category of non-levy payers3 and are often subject to direct charging for accreditation by ETQAs. The cost of gaining accreditation may prove to be unaffordable for the majority of these providers.
The most important implication is that SMME education, training and development (ETD) providers may opt not to seek accreditation. This will have an impact on the right of such providers to offer education and training programmes and, just as importantly, leave them outside of the quality assurance spiral.
Research Interests:
In this paper we argue for revisiting the notion of lifelong learning. In our discussion we acknowledge the current notions of lifelong learning, well established through the Faure (Faure et al 1972) and Delors Reports (UNESCO 1996), as... more
In this paper we argue for revisiting the notion of lifelong learning. In our discussion we acknowledge the current notions of lifelong learning, well established through the Faure (Faure et al 1972) and Delors Reports (UNESCO 1996), as well as the role of the SDGs which frame the lifelong learning policies and associated measures currently in place globally. We also note the emerging thinking on global citizenship education, while relatively underdeveloped, is important to take note of. In our view, these policy measures, be they national, regional or global, attempt to provide greater levels of integration, but progress remains slow and by far outpaced by developments in the digital world. Current thinking from this burgeoning digital world has introduced new forms of literacies, including transliteracy which allows for the ability to read, write and interact across a range of platforms, and the notion of “new collar skills”, introduced by IBM to challenges the traditional blue and white collar distinctions we have become accustomed to. In turn these new concepts are challenging the manner in which we recognise learning, notably for the most vulnerable in our communities, such as migrants, and then also how we have been categorising learning as either formal, non-formal and informal. But what if we can bring these two worlds closer together? What if we can use the very disruptive technologies that have become so pervasive, to improve our education and skills systems? Surely, we now have the technology to develop self-sustaining electronic platforms for collaboration and learning opportunities, including the utilisation of data. These new digital ecosystems can provide us with limitless opportunities to think about literacy and skills development for the new world based on the principles of interoperability. In our view, there are some core principles required to move from integration to interoperability. As authors based at a non-profit research organisation we have been extremely privileged to be at the nexus of many of these developments. In this paper we attempt to share some of these experiences and insights. We acknowledge at the outset that our reach is far too wide, and that the paper will be challenged on a number of levels. Perhaps this paper is best positioned as a work-in-progress, and subsequent drafts will be used to refine and strengthen our arguments with the assistance of our peers, but at this point we felt more courageous, more ambitious, and perhaps above all, more eager to dream about the future of lifelong learning.