SAQA stands for the South African Qualifications Authority. It was instituted by the SAQA Act, Act No. 58 of 1995 and is intended to supervise the setting up of the National Qualifications Framework (NQF). SAQA has the human resources to set up the NQF, which is just a database

Compiled by Professor W R Kilfoil⁽¹⁾
NOTE: Items marked with an asterisk have expanded explanations in an addendum at the end.

A
Accreditation

The procedure by which an authoritative body gives formal recognition that an institute, body or person is competent in terms of a specific purpose. The Council on Higher Education (CHE) accredits universities to offer certain qualifications. The universities accredit student achievement of the outcomes of these qualifications.

Applied competence

'... the ability to put into practice in the relevant context the learning outcomes acquired in obtaining a qualification' (SAQA Regulations, March 1998). It is a combination of three types of competence:

We assess applied competence using a range of formative (continuous/ part of learning) and summative (final) assessment methods.

Articulation

The movement of learners between the different components of the education and training delivery system, while retaining credits for relevant, added knowledge and skills. Learner mobility refers to the ability of learners to move through the levels of the NQF, as well as across a range of providers, in a meaningful way by accumulating appropriate combinations of credits.

Assessment Criteria*

Each learning outcome must be demonstrable and therefore assessable. Assessment criteria lay down how much learning has to be evidenced, at what level of complexity and responsibility and how well. SAQA prefers assessment criteria to complete the stem: 'Evidence must show that learners ...': for instance, 'Evidence must show that learners use words according to standard dictionary definitions and the demands of context'.

Assessor

'... the person who is registered by the relevant Education and Training Quality Assurance [ETQA] body in accordance with criteria established for this purpose by a Standards Generating Body to measure the achievement of specified National Qualifications Framework standards and qualifications' (SAQA Regulations, March 1998). Higher education institutions are expected to use their academic staff as practitioner-assessors.

Assumption of learning already in place*

Learning can be formal prior accredited learning such as a senior certificate but it can also be informal learning such as language competence, experience in the field, numeracy skills, counselling experience, business experience at a particular level, etc.

C
Credits*

Value assigned by SAQA to ten notional hours of learning; for Unisa purposes, 120 notional hours per module, 12 credits. A three-year BA comprises 360 credits. These credits should represent a planned combination of compulsory core or fundamental credits as well as elective credits to help learners achieve the purpose of the qualification. At least 50% of the credits must be in the core category (Department of Education requirement).

D
Development

All activities designed to help employees gain knowledge, skills, attitudes or behaviour patterns required for future job performance (see Training).

E
Education and Training Quality Assurance Body (ETQA)

'... a body accredited by SAQA, responsible for monitoring and auditing achievement in terms of national standards and qualifications' (SAQA Regulations, March 1998). The Council on Higher Education (CHE) will be accredited by SAQA to act as the ETQA for higher education through a Higher Education Quality Committee (HEQC). Professional bodies such as the Nursing Council will also be licenced as ETQAs.

F
Fields/Learning Areas and Sub-fields

01 Agriculture and nature conservation (AN)
Biodiversity conservation, Land use planning, Soil and water

02 Culture and arts (CA)
Cultural studies, design studies, Graphic arts and printing (plus MET), Musicology, Performing arts, Sport, Visual arts

03 Business, commerce and management studies (BCM)
Administration (plus all 11 fields), Environmental management (plus AN and MET), finance (plus all 11 fields), Human resource management (plus all 11 fields), Management (plus all 11 fields), Marketing (plus all 11 fields), Public relations (plus all 11 fields), Trading (plus SERV)

04 Communication studies and language (CL)
Communication (plus all 11 fields), Information studies (plus all 11 fields), Information technology (plus all 11 fields), Languages (plus all 11 fields), Literature

05 Education, training and development (ETD)
Adult learning, early childhood development, Further education and training, General education and training, Higher education and training, Workplace ETD

06 Manufacturing, engineering and technology (MET)
All engineering fields, Mining, Transport

07 Human and social studies (HSS)
Citizenship and democracy, Environment and society, Individual development and socialization, International relations, Society and religion, Society in Space and time, Transformation and change

08 Law, military science and security (LMS)
Ensure a safe society, Ensure a just society, Safeguarding the sovereignty of the state

09 Health sciences and social services (HSSS)
Adult health, Child health and development, Community health, Education and training for health professionals, emergency services, Geriatrics, Health advisors/counsellors, Laboratory services and diagnostics, Maternal and reproductive health, Mental health, Military health, Occupational health, Oral health, Social health and services, Special senses, Sports medicine

10 Physical, maths, computer and life sciences (PMCL)
Computer science (plus all 11 fields), Earth sciences, Life sciences, Mathematical sciences, Physical sciences

11 Services (SERV)
Hospitality, tourism, leisure and travel, Retail and wholesale

12 Physical planning and construction (PPC)

I
Integrated assessment

Any assessment that expects students to integrate knowledge and skills learnt in order to produce a specified result is integrated assessment. In many ways final examinations are integrated assessment as are theses, practical work in teaching, nursing, counselling, etc. In SAQA terms, integrated assessment

* gives meaning to a qualification (purpose);
* permits a demonstration of competencies (application);
* uses multiple assessment instruments (diversity).

L
Level Descriptors*

'Level' refers to level on the NQF. Levels 5 to 8 fall into the higher education and training (HET) band. Level 4 means that a senior certificate or matriculation exemption is not an entry requirement. Level 5 requires a senior certificate or matriculation exemption. Level 6 requires matriculation exemption and some Level 5 credits. Level 7 is generally postgraduate. Level descriptors try to identify the level of complexity and responsibility of learning at each level as a guideline for academics developing standards.

Lifelong Learning

Ongoing learning through a continuous, supportive process that stimulates and empowers individuals to acquire and apply the knowledge, values, skills and critical understanding, required to respond confidently and creatively and rise to the challenges of a changing social, political and economic environment.

M
Master's degrees

A Master's degree (a minimum of 120 NQF credits) may be by dissertation only or it may be structured. A structured Master's may comprise course work only or a combination of course work and a dissertation of limited scope. In order to qualify for NRF funding, the dissertation must comprise 50% of the degree. An integrated Master's degree combines the Honours with the Master's programme, with the Honours as an exit level after at least 120 NQF credits.

Module

A unit of teaching and learning activity expressed as an approximate number of hours of study. It is self-contained although certain combinations of modules may represent a progression through the curriculum. A module is a coherent, self-contained unit of learning, designed to achieve a set of specific learning outcomes which are assessed within that unit of learning. For the purpose of articulation within Unisa, all modules must be multiples of 12 credits (120 hours). Each year of study (first, second or third year) will comprise ten modules (120 credits). Each module of 12 credits counts 0,1 in terms of subsidy, so ten modules equal 1 subsidy point per year of study. Modules combine in a planned way to form learning programmes with specific purposes and outcomes. Learning programmes lead to the awarding of a qualification such as a degree. A three-year degree counts 360 NQF credits. Modules may be offered in semesters or across a whole year, as determined by specific faculties.

A module that may be taken by any student in order to fill up his or her degree curriculum to the required number of modules. Modules which have a code 80 may be taken on any level while those with a code 82 may only be taken on second or third year level.

A programme-specific module taken concurrently with the final year of study. The purpose of such a module is to integrate deliberately the learning that has taken place throughout the programme to assess if the exit outcomes have been achieved.

N
National Standards Bodies (NSB)

National stakeholders comprising six key interest groups in the field, six per group (e.g. education, industry, labour etc.). An NSB recommends a framework of fields and sub-fields. It also recommends standards for registration on the NQF.

National Qualifications Framework (NQF)

The NQF is structured into three Bands:

Learners have to accumulate credits for unit standards in order to show competence at a particular level and proceed to the next level. At school level there will be five phases: preschool, grades 1 - 3, Grades 4 and 5, Grades 6 and 7, and Grades 8 and 9. Teachers will earn a National Teachers' Diploma at Level 5. A Bachelor's degree from a university would be at Level 6 and a doctorate would be at Level 8.

The aims of the NQF are as follows:

(a) create an integrated national framework for learning achievements;
(b) facilitate access to, and mobility and progression within, education and training;
(c) enhance the quality of education and training.
(d) accelerate the redress of past unfair discrimination in education, training and employment opportunities, and thereby
(e) contribute to the full personal development of each learner and the social and economic development of the nation at large.

Norms and Standards for Educators

The Minister of Education has approved a document laying down the norms and standards for teacher education. In the document seven roles of the teacher are specified:

Notional hours of learning

A notional hour relates to the time it would take an average learner to meet the outcomes defined. It includes concepts such as contact time, time spent in structured learning in the workplace and individual learning. 1 SAQA credit equals ten notional hours of learning. A module of 120 hours would be 12 SAQA credits. At Unisa we need to calculate time spent reading guides, doing self-assessment in guides, doing research for assignments, writing assignments, attending tutorials/ workshops, etc., revising for exams and actually writing exams.

O
Outcomes*⁽²⁾

Outcomes are what you can do and what you understand, the contextually demonstrated end-products of the learning process. Outcomes are the results of learning processes - knowledge, skills, attitudes and values - within a particular context so that knowledge is applied, skills develop into competencies and attitudes and values harmonize with those of the workplace. An outcome is only an outcome if it can be demonstrated and measured. SAQA prefers outcomes to be expressed as 'Learners can ...'; for example, 'Learners can solve problems responsibly and creatively'.

General things you can do and understand, like communicating and problem-solving, which inform all areas of learning. These are sometimes known as generic competencies or fundamental abilities. These outcomes are the minimum requirements to be met by all programmes/ qualifications. They may be added to by specific institutions. While whole qualifications have to meet all the outcomes, individual modules that comprise a qualification may meet one or more of the outcomes.

Special skills, knowledge and understanding in a particular context, like job or school subject or broader. In order to arrive at these specific outcomes, designers of programmes or modules need to unpack the critical outcomes in relation to their own disciplines. For instance, in the Communication Studies and Language field, the following specific outcomes were identified for the GET and FET bands:

These specific outcomes can be further particularized in the traditional language skills areas such as listening, speaking, reading and writing.

The outcomes 'to be achieved by a qualifying learner at the point at which he or she leaves the programme leading to a qualification' (SAQA Regulations, March 1998).

For Unisa purposes, different terms will be applied to different levels of outcomes to avoid confusion:

P
Portability

The condition of transferability and recognition of credits between programmes, providers and employers.

Programme

Any course of study that leads to an approved tertiary qualification registered with the NQF. It need not have an overt vocational purpose but it must prepare students for participation in society and the economy. Programmes should contain a matrix of fundamental ('that which forms the grounding or basis needed to undertake the ... learning required in obtaining the qualification': in essence literacy and numeracy skills, according to SAQA), core ('compulsory learning required in situations contextually relevant to the particular qualification') and elective ('enable learners to pursue some of their own learning interests' and to achieve the purpose of the qualification) learning. (See the Addendum under 'Credits' for further notes on the concepts of core, fundamental and elective credits.) A programme is a purposeful and structured set of learning experiences designed to enable learners to achieve pre-specified exit level outcomes. It is the purpose of the programme which gives rise to its learning outcomes and structure. A programme is therefore defined as a coherent combination of units of learning (modules) expressed in an outcomes-based format which leads to one or more qualifications, which serve an academic and/ or vocational purpose.

Q
Qualification

In outcomes-based education, a qualification is the certification of the attainment of the learning outcomes of a coherent learning programme expressed as an accumulation of credits at specified levels, (with rules of access and rules of combination). A BA, for instance, is a qualification. A qualification represents the demonstrated achievement by a learner of a planned and purposeful combination of learning outcomes 'which is intended to provide qualifying learners with applied competence and a basis for further learning' (National Standards Bodies Regulations, 1998).

The qualification should enrich the learner by providing her or him with marketable skills so that she or he can contribute to society. It should provide professional and skilled people. It should enhance access, mobility and professionalism. It should provide quality.

R
Range Statement*

A statement which informs an assessor of the level of complexity of learning expected in relation to an outcome or set of outcomes, the amount of responsibility the learner must evidence and the context in which the demonstration of learning must take place. It helps if you avoid the words 'Learners can' when writing range statements. Instead, use statements which start: 'The context is' or a sentence like 'Learners apply theory to practice in the context of problem situations in their day-to-day work environment'.

Recognition of Prior Learning

Legislation stipulates that tertiary qualifications 'may be achieved in whole or in part through the recognition of prior learning, which concept includes but is not limited to learning outcomes achieved through formal, informal and non-formal learning and work experience'. (SAQA Regulations, 28 March 1998, p. 9). The Act also defines the concept 'recognition of prior learning' as 'the comparison of the previous learning and experience of a learner howsoever obtained against the learning outcomes required for a specified qualification, and the acceptance for purposes of qualification of that which meets the requirements' (ibid: 5). RPL has two aspects: the transfer of credits for formal learning and the assessment and accreditation of experiential learning. The transfer of credits relates to the portability of credits between higher education institutions. Credit transfer between various types of HE institution for the purposes of articulation and portability will lead to a seamless HE sector. It should be noted that relevant learning derived from experience may qualify the prospective student for access to a qualification or to advanced placement within a qualification.

Rules of Combination

The specified regulations stipulating the minimum requirements for the manner isn which various unit standards that lead to a qualification should be combined.

S
SAQA Guidelines for Submission of Qualifications

Whole Qualification Format:

Unit Standard Format

SETA

A SETA is a sectoral education and training authority. Various economic sectors will set up SETAs which will have functions in relation to standards generation and quality assurance. They will be funded by the Skills Development Levy and form part of the system for the repayment of part of the levy to employers.

Standard

A statement of (predetermined) defined educational and training outcomes: what is taught (content), how much (the expected level of achievement of the learners) and purpose. It is essentially an assessor's document which says what learners must know and be able to do, what evidence they must produce to show the learning and how that evidence will be assessed (assessment criteria). SAQA allows both unit standards and qualification standards.

Standards Generating Bodies (SGB)

Key education and training stakeholders in a sub-field, drawn from interest groups and specialists. They will generate unit standards and qualifications. A single provider may initiate an SGB comprising mainly its own staff and some key stakeholders in order to generate the standard while at the same time developing the curriculum internally.

T
Training

All activities to help learners gain knowledge, skills, attitudes or behaviour patterns that would improve their performance in current jobs so that organizational objectives may be achieved

U
Unit standards*

Statements of what specific outcomes should be achieved in a particular unit of learning and how they may be assessed. The unit standard would include performance outcomes, a description of the knowledge to be gained and assessment criteria including both what learners should be able to show at the end of a learning period and act as a guide to the assessor as to the levels of knowledge, performance and understanding the learner is expected to achieve. These unit standards would combine into a learning programme following certain rules of combination. For university purposes, a unit standard may be equated with a module of 12 credits and thus the equivalent of one hundred and twenty notional hours of work.

ADDENDUM

Assessment Criteria

The following information on assessment criteria comes from Roy Killen (2000):

When learners attempt to demonstrate that they have achieved a particular outcome, they may be successful or they may not - you have to be able to judge the quality of their performance and decide whether it is good enough. So that your judgements are rational, you must have criteria by which to judge the learners' performances - these are called assessment criteria. They describe what you want to see in learners' performance before you accept it as sufficient evidence that the outcome has been achieved.

For example, if the outcome is that 'Learners can communicate effectively', you will need criteria that address such things as the vocabulary and grammar that the learners use. You will have to decide whether you want learners to use 'correct' grammar or 'appropriate' grammar, and what the difference is between 'correct' and 'appropriate' grammar. The more precise you can be with your assessment criteria, the easier it will be for you to decide whether the learner has achieved the outcome.

To develop assessment criteria, ask yourself questions such as:

'How will I determine whether the learner has achieved the outcome to a satisfactory standard?'
'What really makes the difference between acceptable and unacceptable performance of the outcome?'

Assessment criteria should be written as statements beginning with a phrase such as:

'Evidence generated through appropriate assessment tasks must show that ..."
"Student performance will be judged by ...'

For example: 'Evidence must show that learners use vocabulary appropriate to the communications context'.

You should try to describe the assessment criteria as clearly as possible. To do this, you might need to include phrases such as:

'following standard safety precautions'
'under close supervision'
'within complex and unpredictable contexts'
'at highly abstract levels'
'using readily available information'.

To decide what statements you need to include in the assessment criteria, you will need to think about the best way to describe competence in your specialist field. You also have to decide what level of competence is appropriate (and a realistic expectation) for your learners.

Do not forget that your assessment criteria must make sense to the learners and they must lead you to using assessment methods (examinations, projects, etc.) that are valid, reliable and fair.

Assumptions of learning already in place

The following information comes from Roy Killen (2000):

If learners are to be successful in a unit of study (i.e., if they are to have any chance of achieving the Specific Outcomes), they will need certain knowledge, skills and dispositions before they start the unit. There are two reasons why it is important for you to have a clear idea of what these necessary prerequisites are: (1) If you do not know, then you cannot make a sensible decision about where to start with your teaching so that you can help learners build on their prior knowledge; and (2) If you do not know then you cannot tell learners - so they might assume quite incorrectly that they have the required prerequisites.

Your statement of assumed learning should address specifically the significant knowledge, skills and dispositions that learners will need if they are to be successful in the module. It is not very useful to simply say that learners require matriculation or matriculation with a certain level in specific subjects, or that they have 'experience in a relevant field'. The problem is that these general entry requirements (such as matriculation) do not necessarily indicate that particular learners have the necessary prerequisites. It is much more useful, for both lectures and learners, to identify the key concepts that learners should understand and the key skills that they will need in order to start developing new knowledge and skills in the unit.

It is useful to think of the learners' prior knowledge and skills as 'building blocks' that will provide the foundation for further learning. If some of these buildings blocks are missing, this may seriously inhibit the learners' chances of ever achieving the outcomes.

The important thing is that learners have the prerequisites, where they got them (formal or informal learning) is irrelevant.

Credits: Core, Fundamental and Elective

'Core' learning credits are compulsory in situations contextually relevant to the particular qualification. Typically:

'Fundamental' learning credits form the grounding or basis needed to undertake the education, training or further learning required in obtaining a qualification. Typically:

'Elective' learning credits are selected additional credits at the level of the NQF specified, to ensure that the purpose(s) of the qualification is (are) achieved. Here the idea of specialization can also be brought in:

(Green paper on FET, April 1998, page 39)

Level Descriptors⁽³⁾

The following is the latest draft set of descriptors from a SAUVCA task group (Luckett &Kilfoil 2000):

Outcomes

The following information comes from Roy Killen (2000):

An outcome is a statement of what learners should be able to do as a result of engaging in the subject/module/unit. For example, 'Learners can interpret financial statements' or 'Learners can communicate effectively using spoken and written English'.

In general, it is more useful to have outcomes that indicate what learners will be able to do with their knowledge rather than outcomes that simply indicate that learners will acquire knowledge. You might find it easier to first think about the knowledge you want learners to acquire and then think about what you want learners to be able to do with that knowledge. For example, you might start with a statement such as 'Learners can understand the Value Added Tax Act' and then reword it to something like 'Learners can interpret and apply the Value Added Tax Act'. You would also need to think about why you wanted learners to be able to interpret this Act and what they would actually be doing when they applied it. This will help you to develop assessment criteria and range statements.

To develop an outcome, ask yourself these question:

'What do I want the learners to be able to do as a result of my teaching?'

'How can I tell the difference between a learner who has achieved this outcome and a learner who has not achieved this outcome?'

Sometimes it is easier to write outcomes if you start by thinking about what you want learners to 'be' rather than what you want them to 'do'. For example, you might start by thinking that you want learners to be 'effective communicators'; then you could ask yourself 'What sorts of things can effective communicators do?' You might then find it useful to write outcomes in the format: 'Learners will be effective communicators who can use appropriate vocabulary, write fluently, ...'. If you think about outcomes in this way, you are half way to developing your assessment criteria.

Learning outcomes, specific outcomes and critical outcomes

Each module should have between two and six learning outcomes. Each outcome should have one range statement, at least two assessment criteria and at most about five to ten, the specific qualification outcome(s) which it supports and the critical outcome(s) which it supports. This format would be in line with the format used for the recording of short courses (unit standards) with SAQA. The format would look as follows (LSK011-9: Language and Learning Skills is used as an example):

Range Statements

According to the level descriptors put out by SAQA, Level 5 should use words like 'given knowledge base', 'predictable', 'standard', 'under tutor guidance', 'well-defined problems', 'accurate'; Level 6 should use words like 'detailed knowledge', 'variety of contexts', 'basic research', 'appropriate methods', 'limited guidance'. It is not advisable in Level 4 and 5 programmes to use range statements that include words like 'advanced'; 'basic' is preferable. Even 'in-depth' is only appropriate when the context is the self or a clearly delimited single field of study. The same range statements may apply to all outcomes or you may use different range statements for different outcomes.

The following guidelines come from Alice Goodwin-Davey (2000): Complexity means what level of complexity learners should achieve as minimum to pass. Level 4 should be different range than Level 5, Level 6, etc. You could say at a level "appropriate for first year undergraduate study", etc. A term such as 'basic' could also describe complexity as could terms such as 'broad understanding', 'narrow focus', 'in-depth knowledge' etc. Words like 'correctly', or 'with sufficient accuracy' are also useful. Responsibility means how much guidance you, as lecturer, provide and how independently the learners work. Level 5 is 'with lecturer guidance', 'in collaboration with others' and 'responsible for own output'; Level 6 is 'with limited guidance', 'in collaboration with others, possibly as group leader' and 'responsible for own output and in a limited/ defined way for the output of others' and Levels 7 and 8 should require independent work, leadership etc. Context means the type of learning expected: for example, from selected texts, from authentic source texts of the profession, case studies, community work, etc. (NOTE that 'contexts' does NOT mean a syllabus list of contents/ topics or a list of assignment/ exam questions.) It could also be a small business, a group, an everyday work situation, etc.

The following information on range statements comes from Roy Killen (2000):

A range statement describes the scope and complexity of the context and contexts with which the learners should engage in order to reach an acceptable level of achievement of a particular outcome. It defines the limits of the Unit Standard (or of a Specific Outcome). These limits need to describe the level of content that students must understand and the range of circumstances in which they must demonstrate the knowledge, skills and dispositions that they have acquired.

To develop a range statement, ask yourself questions such as:

 

'What content will the learners be dealing with as they demonstrate the outcome?'
'In what context will the outcome be demonstrated?'

Unit Standards

The following is an example of a unit standard taken from the HSRC publication on the NQF:

The following is an example of the access module Language and Learning Skills (LSK011-9) written up as a unit standard (see alternative format for the table under the addendum on 'outcomes':

13 Accreditation process (including moderation) for the Unit Standard

All higher education is accredited through the CHE. The Unit Standard will also be submitted to the NSB for Field 04: Communication Studies and Language.

15 Notes

15.1 Critical cross-field outcomes

LSK011-9 directly addresses the following SAQA cross-field critical outcomes:

15.2 Essential embedded knowledge (Not applicable to LSK; skills course)

Learners can understand and explain ...
Learners can apply ...

15.3 Supplementary information (Not applicable to LSK)

Cosser, M. 1998. A Draft Framework for Qualifications in the Higher Education and Training Band of the National Qualifications Framework. A working paper.
Goodwin-Davey, A. 1999/2000. Notes from training sessions on developing outcomes-based standards and assessment criteria.
HSRC. 1995. Understanding the NQF.
Kilfoil, W. R. 1998/1999/2000. Unit standard on LSK011-9; and notes developed to assist academic staff in completing SAQA documentation.
Killen, R. 2000. Notes from training sessions on developing unit standards.
Luckett, K. 1997. Programmes Hand-book: Guidelines for Programme Design, Specification, Approval and Registration at the University of Natal. Durban: University of Natal.
Luckett, K. and Kilfoil, W. R. 2000. A SAUVCA Position on Level Descriptors for the HET Band & the Mapping of HE Qualifications to NQF Levels (Draft).
South African Qualifications Authority Act, Act 58 of 1995.
South African Qualifications Authority. 1997. Bulletin, 1:1, May/June.
South African Qualifications Authority. 1997. Bulletin, 2:2, November/December.
South African Qualifications Authority. 1998. Regulations under the South African Qualifications Authority Act of 1995. Pretoria: Government Gazette, 28 March 1998.
South African Qualifications Authority. 1998. Notice 1252 of 1998. National Standards Bodies' Framework of Sub-Fields. Pretoria: Government Gazette, 3 July 1998.
Unisa Staff Training and Development Policy