Julia Grey takes the mystery out of the structures and acronyms of the emerging education system
The seeming complexity of its structures is probably one of the biggest hurdles to the South African Qualifications Authority (Saqa) selling itself to the public it serves. Add to this the reams of acronyms that go with it – which, to the uniformed eye, can end up looking like an alphabet gone wrong – and getting a handle on what Saqa is up to is a real example of life-long learning.
But at least the vision of Saqa is quite straightforward. As Sam Isaacs, executive officer of Saqa, puts it, “Saqa is a structure meant to set the country free in terms of education. What we want is South African qualifications that are world class and available to all learners. We want to create a culture of quality lifelong learning.”
Isaacs summarises the five objectives of Saqa as being: integration of the education system; access to education and training; enhancing quality; accelerating redress; and contributing to the development of the individual, and through that, the social and economic development of the country.
The abc’s of Saqa:
Saqa (South African Qualifications Authority)
Established by an Act of Parliament in 1995 to develop a National Qualifications Framework (NQF – see below), Saqa sets and monitors education and training standards and sets out regulations for the accreditation of providers of education and training.
NQF (National Qualifications Framework)
This system of levels (1 to 8) and learning areas is used to organise all national qualifications and standards. It covers all recognised education and training in the country.
NSB (National Standards Body)
Advises Saqa on registration, standards and evaluation mechanisms. There are 12 NSBs, one for each learning area established by Saqa. The one probably most relevant to teacher is called the “Education, Training and Development” NSB, and has four subfields that fall under it: schooling, higher education and training, early childhood development, and adult learning. SGB (Standards Generating Body)
These are working groups within every NSB that establish standards for education and training in different fields.
ETQA (Education and Training Quality Assurance Bodies)
These bodies assure the quality of education and training programmes. For example, education and training providers must be registered with the Department of Education and accredited by an Etqa to be legal.
NSDS (National Skills Development Strategy)
This is the all-inclusive strategy to skill South Africans, decrease unemployment and make the country globally competitive.
SDA (Skills Development Act) 1998
This provides the framework to upgrade the skills of South Africa’s workforce after decades of apartheid-designed barriers to education and training for all. Linked with the NQF, the Act provides for learnerships leading to recognised qualifications; establishes a levy-grant system to finance skills development, and regulates employment services. The Act established the National Skills Authority (NSA) and the Sector Education Training Authorities (Setas).
SDL (Skills Development Levy)
To finance skills development, the Act requires that all employers contribute to this fund. The aim of the SDL is to encourage companies to raise their workforce’s skill level.
NSF (National Skills Fund)
Twenty percent of employer skills levies are paid into this fund. Part of the NSF funds the NSA and the remainder provides education and training for groups such as the unemployed, rural women and disabled people. This 80% of the fund is paid to appropriate Setas.
Seta (Sector Education Training Authority)
Setas have replaced the old Industrial Training Boards. Their primary task is to promote skills development of employees in each sector and assure the quality of qualifications for them. They also allocate grants to employers, education and training providers and employees; and then develop, administer and manage learnerships. They monitor education and training in each sector, and report both to Saqa and the Department of Labour. There are 25 Setas, for example, in manufacturing, tourism and hospitality, transport, and clothing.
ETPD (Education, training and development)
This is the Seta for the education sector. The ETPD is responsible for assuring the quality of teacher training service providers, and their accreditation with Saqa. Within the next six months or so, the ETPD will have a data base with accredited service providers, so teachers interested in further training will be able to refer to them for information. Teachers employed by the government will need to consult with their provincial representatives for opportunities to upgrade their skills. Each province has developed a workplace skills plan which has a dedicated budget, and teachers should be able to access these funds. Find out which skills are being prioritised in your provinces strategy (for example, training as assessors has been earmarked as an area of importance). Teachers employed by independent schools can also make use of the grants available. The school must have developed a workplace skills plan and have had it approved by the ETDP. Money spent on skills training in line with the needs identified in the workplace skills plan can be refunded by the ETDP. For more information, the ETDP can be reached on (011) 807-5621. The website address is www.etdpseta.org.za
Getqa (General Education and Training Quality Assurance)
Established by the Department of Education to cater primarily for schooling in the General Education and Training Band.
FET (Further Education and Training)
Education and training between grades 10 and 12. This is after compulsory schooling but before higher education.
Genfetqa (General and Further Education and Training Quality Assurance)
Still in the process of being set up, Genfetqa is due to replace the South African Certification Council (Safcert), probably from the end of this year. Like Safcert, the new council will be responsible for assuring the quality of the matric certificate (the exit point of FET) and technical college education, and ensuring a common standard nationally. Continuous assessment (Cass) is another area of responsibility. All provinces and private examination boards that issue Safcert certificates will be including Cass in this year’s matric exam, and Cas will account for 25% of the final mark. The exam at the end of general education (grade 9) also falls under this body.
RPL (Recognition of Prior Learning)
The crediting of a person’s previous learning and experience – however these have been obtained – for a specified qualification in the NQF.
Indlela (Institute for the Development of Learnerships, Employments Skills and Labour Assessment) The body that has the responsibility for supporting the development of learnerships. It also carries out trade tests of apprentices.
Band
The NQF defines eight bands (or levels) of qualifications and standards, from level one (General Education and Training Band) to level eight (doctorates and further research degrees). Levels five to eight (higher education and training) recognise learning programmes not only in universities, technikons and colleges, but in professional institutions and the workplace – a good example of the NQF’s aim of crediting skills and knowledge gained both inside and outside the formal education system.
Sector
A defined portion of social, commercial or educational activities used to prescribe the boundaries of an Etqa. (eg the manufacturing sector)
Learnerships
A contract between an employer, employee and a training provider to provide a learning programme leading to a qualification recognised by the NQF. Learning combines theory and proctical workplace skills. Learnerships incorporate the benefits of the old apprenticeship system without its narrowness, inflexibility and high cost. For example, whereas apprenticeships were restricted to a limited range of blue collar trades, learnerships can be offered in a far wider range of fields.
Learning programme
The combination of courses, modules or units of learning (learning materials and methodology) by which learners can achieve the learning outcomes for a qualification
Workplace Skills Plan
A set of skills priorities for a workplace based on an understanding of the work done.
Accreditation
Approval. Under Saqa, there is accreditation of the training provider and the ETQA.
Credit
The values that Saqa gives to unit standards and qualifications. Credits are measured in 10-hour units, which are based on the time an average learner would take to achieve the standard or qualification.
Core skills
One of the three parts that must make up any Saqa qualification. The other two are fundamental skills (that is, communication and numeracy) and elective skills (that is, skills you choose to acquire). Core skills are skills that are essential if you want to qualify.
Employment Equity Act
The law that says that every employer must give equal chances to black and white people, men and women, people with and without disabilities.
* Information adapted from the Mail & Guardian
– The Teacher/M&G Media, Johannesburg, July 2001.