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