Inspecting the Foundations - Umalusi

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PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES:This list shows the current accreditations (i.e. those not past their accreditation end dates), andis the most complete record available to SAQA as of today. Some ETQAs have a lag in theirrecording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all theproviders that they have accredited to offer qualifi cations and unit standards, as well as anyextensions to accreditation end dates. The relevant ETQA should be notifi ed if a record appears tobe missing from the list shown here.NONEAll qualifi cations and unit standards registered on the National Qualifi cations Framework are publicproperty. Thus the only payment that can be made for them is for service and reproduction. Itis illegal to sell this material for profi t. If the material is reproduced or quoted, the South AfricanQualifi cations Authority (SAQA) should be acknowledged as the source.79
Appendix CUmalusi’s guidelines for the evaluation of curriculumstatementsPREAMBLEJudgements about the quality of curriculum statements must be made by groups of appropriatelyselected experts in the respective subject area. Judgements should be made holistically, based onthe experts’ knowledge of the subject area. A balance between breadth and depth is necessaryin any curriculum and is important, because a curriculum can attempt to cover too much ground,and as such, fail to deal with any topic in any depth, or can cover too few topics in a lot ofdepth, and fail to build a broad base of skills and knowledge. A good intended curriculum shouldbe focused on what is agreed to be essential (rather than trying to cover everything), specifi c,and manageable for both teachers and students in the time available, focused on conceptualdevelopment (rather than on long lists of content), sequenced on the basis of evidence (ratherthan tradition), and supported by shared teacher understanding of what performance ‘at theexpected outcome or standard’ looks like (Kerr 2000).The guidelines below are not a rigid list of items to be checked by evaluators, but a set ofcategories to assist evaluators in reaching a considered judgement. Evaluators should bear in mindthat the primary audience for curriculum documents consists of teachers, textbook writers andexaminers, and should accordingly judge how useful the documents are likely to be for these threegroups of people. Curriculum statements should be ‘clear, succinct, unambiguous, measurable,and based on essential learning as represented by the subject disciplines’ (Donnelly 2005, p. 8).The team of evaluators should consist of no more than fi ve people and should include subjectexperts, subject education experts, practitioners (preferably a high-performing, experiencedteacher and a more ordinary one), and, where needed in vocational subjects, an expert drawnfrom a professional body or a person with expertise in the specifi c business sector and with anawareness of learning needs. Evaluators should attempt to reach agreement wherever possible;knowing that there is contestation within most disciplines and areas of study about what is essentialand appropriate at different levels of study.Evaluators should consider whether the curriculum statement in question would initiate teachingand learning that would prepare learners for further learning at a higher level, in the specifi csubject under study if applicable, but also whether the curriculum statement, in general, builds thetypes of skills and abilities needed for further study.Evaluators may consider examples of internationally well-regarded syllabuses or textbooks thatare regarded as exemplary for their particular discipline or subject area as a guiding framework,but should allow for appropriate differences depending on the aims and context of a particularcurriculum statement.Where a new curriculum statement has been developed and is being evaluated by Umalusi,evaluators should be given an exemplar of what the external examination for the subject is likely tolook like. Where Umalusi is evaluating already existing curricula, examinations should be consideredas a way of judging the likely coverage of the intended curriculum as well as the level of cognitivechallenge that is expected from learners. Evaluators should use the categories below as headingsfor their report where possible and appropriate, preceded by an overall judgement about thecurriculum statement. Reports should be succinct and clear.80
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INSPECTING THE FOUNDATIONSTowards a
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AcknowledgementsThis report is the
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AcronymsABEABETAETAHCDoEECDETDPETQA
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describe Public Adult Learning Cent
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literacy campaigns. They attribute
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determine learner competence. But w
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3. Methodology usedThis research co
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some offer FET subjects only. Numbe
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4. Findings4.1 NQF LEVEL 1 QUALIFIC
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This history of a qualifi cation th
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the weighting used for Learning Are
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Table 3: GETC: ABET Learning Outcom
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(if this is seen to be in the inter
Page 30 and 31: was circulated at a national ABET m
Page 32 and 33: 4.2.1.5 Private ABET provider docum
Page 34 and 35: electives. Some of the examples of
Page 36 and 37: to maintain and improve the norms a
Page 38 and 39: the following:• The completion of
Page 40 and 41: The problem of English being the la
Page 42 and 43: This pattern of Setas’ being able
Page 44 and 45: learnership has been completed, it
Page 46 and 47: While the occupational qualifi cati
Page 48 and 49: • The associated curricula should
Page 50 and 51: Singizi (2007). Employment Pormotio
Page 52 and 53: PURPOSE AND RATIONALE OF THE QUALIF
Page 54 and 55: UNIT STANDARDS:Core 7511ID UNIT STA
Page 56 and 57: Appendix BGeneral Education and Tra
Page 58 and 59: This Recognition of Prior Learning
Page 60 and 61: Elective Component:The Elective Com
Page 62 and 63: ID Number; Unit Standard Title; Cre
Page 64 and 65: • ID 14569; Demonstrate an unders
Page 66 and 67: 2.3 Algebraic techniques are select
Page 68 and 69: learning components and should use
Page 70 and 71: A choice of three Reading Core Skil
Page 72 and 73: Numeracy and Mathematics:• VBQU26
Page 74 and 75: Currently, there are over one hundr
Page 76 and 77: wider selection of vocational subje
Page 78 and 79: UNIT STANDARDS (continued):Fundamen
Page 82 and 83: ESSENTIAL ELEMENTS FOR CURRICULUM D
Page 84: Where possible and necessary, the c
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Inspecting the Foundations - Umalusi

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