CIMAP Assessment Talk Issue 5 - June 2012

7/31/2019 CIMAP Assessment Talk Issue 5 - June 2012

1/11


2/11

2 www.cimap.co.za

Ethicsand accountability have emergedas central themes inthe

CIMAP growth journey, underpinned by our core values of

Integrity,CredibilityandDiscipline.

Educa=onalAssessmentPrac=ce iswide ranging andcommences

withEarly ChildhoodDevelopmentand con=nuesto the highest

echelonsofPost-Doctoralresearch.

CIMAP understands the assessment process involves thatsomewhere, somehow, someone is making a decision about

competence or the lack thereof in various levels of society.

Professor Mehl constantly reminds us that someone has to

approve the nuclear physicist skills set prior to their solo

endeavour.A solo endeavourthatmay resultin the lossoflarge

numbersoflifeifpoorlyexecuted!

Thenoonofeducaonalassessmentiscomplexandinvolves

Forma=veandsumma=veassessmentconstructs;

Objec=veandsubjec=veassessmentprocesses;

Referencing (criterion-referenced, norm-referenced, and

standardisedassessments,

Informalandformalassessmentprocesses

Why dowe assesscompetence andcompe==venessin the first

place? South Africa advanced two places to 50th in the 2012

World Compe==veness Yearbook (SA info 2012). Why is this

determina=onimportanttous?

It is natural that all human beings understand how they are

performing at various levels in their personal and professional

lives.

Individualsandcollec=vesareconstantlyassessedtovalidatetheir

levels of competence. Assessment Prac=ce review mechanismsare cri=cally important to monitor the success of learning and

assessment interven=ons and Return on Investment (ROI)

ini=a=ves.

Moving from denial to acceptance that prac==oners are oen

disadvantaged in rela=onto their available knowledge repository

allowsus toprogressand seek solu=ons. Itis importantthatthe

bestpossible assessmentconstructsare appliedin agivenset of

circumstances. In the quest for quality advancements in

assessmentprac=ce,weevolveinourquestforfutureexcellence.

South Africa has not been opera=ng in a vacuum. The CHE,

Umalusiand SAQAhave establishedclearassessmentguidelines.

Inconsistent quality levels in the implementa=on of assessment

prac=ce have unfortunately compromised a credible system insome instances. Learners / Students from these compromised

ins=tu=onsface ill-fated discrimina=onthroughno fault of their

own.

Whatshouldwebedoingtoadvanceacreditablebodyof

assessmentpracce?

It is commoncause thatUmalusi andthe CHEand some SETA

ETQAs (with the assistance of credible professional bodies) are

laudable. It is,however, problema=c thatSAQAguidelineshave

been applied with varying personal interpreta=ons by autocrats

andbureaucratsthat are more oen than notunqualifiedto doso.

It is evidentthat global assessment systemsare underpinned by

standardisa=on, peerreview mechanisms, communi=es of trust,

expert prac==oners, maturity valida=on and uncompromising

quality.

Theaforemen=onedispivotalinpursuitofassessmentexcellence.

Wemayengageonissues suchascompetencyra=ngpercentages

thatareleopentotheinterpreta=onandcausevigorousdebate.

The debate around the assessment paradox is instrumental in

developing a coherent examina=on for valid assessment

principles. Prac==oners who have researched and reviewed

educa=onaljournalsor other seminal research are faced witha

plethoraofavailableandconflic=nginforma=on.

Dr.DougOrzolekfromtheUniversityofStThomas(USA),reminds

us that the defini=on of the word assessment is a paradox.

Assessment includes the evalua=on of performance (as in

learning), orvalue(as inproperty)orit cansimplybeajudgment

about som ethi ng. Orzolek further argues that from the

etymologistreviewoftheoriginandrootofanassessmentwecan

learnsomethingmore.

According to the American Heritage Dic=onary of the English

Language, assessment, which is derived from assess, actually

comesfrom the La=nwordassideremeaningtositbesideas

anassistantjudge.

Thiscouldindeedmeanmanythings. Orzoleks interpreta=on is

innova=veasheexplorestheroleoftheeducator(assistantjudge)

as merely parallelto thatof thelearner, in the role of educator

(assistantjudge)andproposingadviceorideasastheyreflectand

assessthemselves.

The dimensions involved in assessment are vast and offer an

exci=ng field for professional prac=ce engagement. CIMAP has

embarked on a journey of professionalizing the credibility of

prac==onersandfacilita=ngdebateinassessmentprac=ce.

CIMAP members are pioneersand visionaries who embrace the

ethos of credibility, responsibility and accountability on our

evolu=onaryjourney.

Yoursinassessmentexcellence!

MESSAGE FROM THE BOARD Cont.

CIMAPASSESSMENTTALK

JUNE

2012

INTEGRIT

Y;;DISCIPLINE;;CREDIBILITY

(NCWITES;2012)


3/11

3 www.cimap.co.za

TheEducation,Training&DevelopmentlandscapeinSouthAfrica

is widespread and peopled by a variety of practitioners; from

Trainers toAssessors andModerators, toCoaches andMentors

andLearningMaterialDevelopers.

That means thousands of people who practice with varying

degreesof successyetthere isa smallgroupof Practitionerswhohavemadeanameforthemselves.

How dotheymanage it? Eachone hasa strongmoral compass

fromwhichtheydonotwaver.Eachonebelieves inthesuccessof

theLearnerandinlife-longlearning.Eachoneconsiderssuccess

tobe synonymouswithquality and qualityto be synonymous

withadeepseatedbeliefinethicalpractice.

Thatnotwithstanding- thereare some Practitionerswhoconfuse

success with quantity; some Practitioners who delight in

circumventingthesystembyengagingincorruptpractices;some

Practitioners who treat the fine art ofAssessment as a ticking

exercise and some Practitioners who have no respect for the

profession.

Corruptionawordthathasbeenmuchbandiedaboutoflate.A

strongword, themeaningofwhichcanbe(dependingon which

dictionary youreference)morally depravedorthestate ofbeing

so. Wow;surelythisdoesnothappenintheworld ofEducation&

Training?SurelynoETDPractitionerwouldstoopsolow?

REALITYCHECK1:There are Developers who assert that their

materialisalignedandapproved.Thematerialisthenfoundtobe

sosub-standardthatwewouldbesettingLearnersupforfailure if

anyLearnertriedtouseit.

REALITYCHECK2:For R1, 000 I can make sure you get yourCertificateofCompetence.

REALITYCHECK3:Making fraudulent claims about ones

accomplishments(inaCVorinanemailtoaprospectiveclient).

REALITYCHECK4:IfyouwanttousemeasanAssessorthenpay

meR5,000andIllsendyoumySETAregistrationpapers.

Haveyoucomesacross anyoftheaforementionedreality checks?

Do I hear a resoundingYES? What have you done about it?

NothingIhearyousay. Whatcanwedotoeradicatethisscourge

fromtheETDlandscape?Dowewanttoblowthewhistleonillicit

activities?

Well, I agree it is difficult (and sometimes scary) to blow the

proverbialwhistle yetweoweit toourLearners, toourselvesand

toour noble profession tobe brave. Shoulda whistle blowing

facilitybeavailabletousasETDPractitioners?

Considerthis Whobenefitsfromillicitandcorruptactivities?

How does unethical practice aid your

credibility?

TheSouthAfricanQualificationAuthority Boardannouncedtheir

decisiontore-registerallthequalificationsandunitstandardsthat

reachtheendof their registration period on30 June 2012for a

further three years to30 June 2015.The SAQAboardconfirmed

thisdecisionon applicationof theQualityCouncil forTradesand

Occupations(QCTO)andtheCouncilonHigherEducation(CHE).

Within the current qualification registration period, it is

anticipatedthatthe lastdate forenrolmentandachievementwill

beapplied,asiscurrentlythe case.Thenormalconditionsvis--vis

theteachoutperiodwillapplytoallqualificationsthatarenotre-

registered.

SAQA further confirms their decision that the following types of

qualificationsandunitstandardswouldnotbere-registered:

Qualifications that have, to date, not been offered to

learners;

Qualificationsforwhichnoproviderofeducationandtraining

has,todate,appliedtotherelevantETQAforaccreditation;

Qualificationsthatwere submittedforregistrationbyprivate

providers, but which are not being quality assured by an

ETQA

Qualifications that do not meet the requirements of the

HEQFandforwhichtheCHEhasnotgivenapprovalfortheir

continuedoffering

Unit standards that have been replaced. Replaced unit

standards remain valid for the purpose of offering the

qualification(s)ofwhichtheyformpart,butmaynotbeused

forcreditpurposesinskillsprogrammesorshortcourses;

Unit standards that have, to date, not been offered to

learners;

Unit standards that are not linked to a qualification andconsequentlyarenotqualityassuredbyanETQA;

Letterswill be sent by SAQAtoall Higher EducationandTraining

providers with an Annexure indicating which qualifications are

registeredontheNQF.

ProvidersmustreturntheAnnexure toSAQAgiving anindication

ofwhich qualificationsshouldbe re-registered. Failure to return

theAnnexure willbe regardedbySAQAasanindicationthatthe

provider does not wish to have any of the qualifications re-

registered.

Providersthathavevoicedtremendousuncertaintyontheirfuture

ability to operate in the occupationally directed education andtrainingfieldsareable toplanforthedurationofthere-registered

qualifications.Clientswillalso be inapositiontoplanstrategically

in relation their qualification skills offering for reregistered

qualifications.

Providersthathaveprogrammeapprovaltoofferqualificationsare

abletofirmlycontinuetheirprogrammeoffering,whilsttheQCTO

transitionalarrangementsareinplace,and whilsttheappointment

ofprofessionalbodiesasqualitypartnerscontinues.

Whilstwe celebrate the continuedqualificationoffering,welook

forwardto the timelyplanning, communicationandconsultation

ofthefuturequalitypartnerprocesses.Queriesregardingre-registrationshouldbedirectedtothefollowinge-mail:

[email protected].

EddieBrown:(012)4315073CarinaOelofsen:(012)4315112

http://www.saqa.org.za/show.asp?id=2779

ETHICS IN THE ETD LANDSCAPE

By Heidi D Edwards (CIMAPConvenerEthics)

REREGISTRATION OF NQFQUALIFICATIONS

Heidi isanindependentETD

Practitioner.

ShepaysherduestoCIMAP

& the Ethics Institute of

SouthAfrica.Heidiwritesin

herpersonalcapacity.INTEGRITY;;DISCIPLINE;;CREDIBIL

ITY

CIMAPASSESSMENTTALK

JUNE

2012
http://www.saqa.org.za/show.asp?id=2779http://www.saqa.org.za/show.asp?id=2779http://www.saqa.org.za/show.asp?id=2779mailto:[email protected]:[email protected]


4/11

4 www.cimap.co.za

SAQArecently completeda road showtodiscuss theSAQA level

descriptors. Please see someimportant extracts in summary of

thepresentaon.

Levelsareindicators ofrela=vedemandmadeonthe learner,the

complexity and/or depth of achievement, and the learner

autonomyindemonstra=ngthatanachievement.

Leveldescriptorsare statements describing learning achievement

at a specific level on the NQF that provide a general, shared

understandof learning and achievementat each of the tenNQF

levels.

Leveldescriptorsare applicable toLearners, Providers,Curriculum

designers&Employersetc.

Level descriptors offer coherence in learning achievement,

facilitate evalua=on for comparability, advance objec=ves of the

N QF a nd G en er al , s ha re d u nd er st an di ng o f l ea rn in g &

achievement.

Appliedcompetenceincludes:

Founda=onalcompetence(academic/intellectualskills)

Prac=calcompetence(opera=onalcontext)

Reflexivecompetence(learnerautonomy)

Professional exper=se isrequired toapplythe leveldescriptorsto

onesownsubjectorcontext.

PrinciplesofLeveldescriptors

Applica=on

Onecommonset

TenCompetencies

AcademicandOccupa=onalQualifica=ons

Correla=onbetweenqualifica=on&occupa=onallevels

Cri=calCrossFieldsareembeddedCumula=ve

RPL

Descrip=venotprescrip=ve

NomenclatureforQualifica=ons

ScopeofKnowledge:

i. GeneralKnowledge-Level1

ii. Opera=onalKnowledge-Level2

iii. BasicUnderstanding-Level3

iv. FundamentalKnowledge(Grade12)-Level4

v. InformedUnderstanding-Level5

vi. DetailedKnowledge-Level6

vii. IntegratedKnowledge-Level7

viii. AppliedKnowledge-Level8

ix. SpecialistKnowledge(Masters)-Level9

x. Cri=calKnowledge(PhD)-Level10

ETHICSANDPROFESSIONALPRACTICE

Ownandspecificenvironment

i. Iden=fyanddevelop-Level1

ii. Apply-Level2

Organisaonal

iii. ComplyLevel3

iv. AdhereLevel4v. TakeAccountOfLevel5

vi. EthicalImplica=onsLevel6

vii. TakeDecisions&ActLevel7

Reflecon

viii. Iden=fy&AddressLevel8

ix. AutonomousDecisions(Masters)-Level9

x. AdvanceProcesses(PhD)-Level10

Leveldescriptorsareused:

Whendesigningnewprogrammesofstudy;

Whenwri=nglearningoutcomes

Whenwri=ngassessmentcriteria

Whenassessingpriorlearning

Whenincorpora=ngnon-tradi=onallearning (e.g. work-based

learning)intoaward-bearingcourses

When modules or short courses need to be related to for

accredita=onpurposes

Whenlearningatdifferentlevelsneedstobecompared

SOMEMYTHSDISPELLED:

Equivalence

IstheNCVatNQFlevel4thesame asthe NSC,alsoatNQFlevel

4?

TheNQF actsasaneutralreferencepointforall differentsortsof

qualifications.Animportantunderlyingprinciple oftheNQFis the

promo=onofparity of esteembetweenacademic, voca=onal and

highereduca=onroutesorpathwaysaswellasbetweenbasicand

post-schooleduca=onandtraining.

Specialisation

The descriptors reflect its utility for both specialisations and

generalisations.Moving from a lowerto a higher level, insome

study or work contexts, can also mean becoming more of a

generalist

Sequencing

Indicating NQF levels for qualifications does not mean that

qualifications necessarily have to be acquired in the same

sequenceastheNQFlevels

Insummary:

Leveldescriptors:

i. Arehelpfulguidesratherthandictates

ii. Aregenericandnotprogramme-specific

iii. Donotcoverallpossiblelearningelevationprogrammeofstudy

iv. Workbetterwhenviewedinthecontextofprogression

lookatthesamedescriptorsforthepreviousandthe

nextlevel

v. Canbeunderstoodinterimsoftherelationshipbetween

descriptorsatthesamelevel

vi. Provideanappropriatevocabularytodescribelearning

[email protected]

SAQALEVEL DESCRIPTOR ROADSHOW

apply the

principle of

best fit

establish the

centre of gravity of

the qualification

INTEGRITY;;DISCIPLINE;;CREDIBIL

ITY

CIMAPASSESSMENTTALK

JUNE

2012
mailto:[email protected]:[email protected]


5/11

5 www.cimap.co.za

SOUTH AFRICA MUSTEDUCATE FOREMPLOYMENT

SouthAfricaispresentlyfacingfundamental

econom ic and transform a=ve growth

challenges, compounded byan educa=onal

system that prepares large numbers of

SouthAfricanci=zensforlifelongunderand

unemployment. Economic growth must be

informed by intelligent accountability and

s oc ia l t ra ns fo rm a= on t ha t r efl ec ts a

coherenteduca=onsystem.

In thi s context, South A fr ica requi res

sustained high i mpact hum an capital

development systems and a na=on of

conscious individuals who could facilitate

t he j ou rn ey o f t ra ns fo rm a= on t o a

knowledgeeconomy.

Humancapitaldevelopmentisattheaxisof

social cohesion, affluence, and sustainable

employment crea=on,as the emphasisand

focus on broader aspects of value crea=on

andskillsbasereformsprepare SouthAfrica

for par=cipa=on and posi=oning as a

leadingglobalcompe=tor.

Regulatorypolicieshaveformedanenabling

andarestric=veenvironmentwherelimited

innova=onwasevident. Ina worldwhere it

is impossible tocontribute toa knowledge

economy wi thout i nforma=on, m any

learnersares=lldeprivedofaccesstobasic

informa=on technology and meaningful

learningprac=ces.

Post-modern enquiry, based on the ideasa nd t he or ie s p os i= on e d b y f am ou s

philosophers such as Plato, Socrates, and

Osho and advances par=cular proposi=ons

c o n c e r n i n g t h e s t r u c t u r a l a n d

methodologicalpedagogy of occupa=onally

directed educa=on and training providers

accredita=on and external modera=on

prac=ces.

Data analysis suggests that the current

occupa=onal accredita=on and external

modera=on frameworks in South Africa

require a significantinterven=onto redress

bureaucra=c and puni=ve processes thatsignificantly inhibit innova=ve educa=on

and training delivery, which could support

socialandeduca=onaltransforma=on.

South Africa must develop and implement

alterna=velearningandassessmentthemes

as wel l as i nnova=ve frameworks for

accredita=on and external modera=on

(verifica=on) ac=vi=es in the realm of

s u st a in a b le e d u ca = o n t h a t o ff er s

measurable Return of Investment (ROI)

opportuni=es.

South Africa should prepare a cohesive

integrated economic and transforma=onstrategy that confirms speci fic social

o u tc o me s , a ck n ow l ed g in g t h e i nt er -

rela=onshipofeconomic,humanandsocial

capital. The proposed educa=onal growth

p at h s ho ul d i nc lu d e t h e i mp ro ve d

performance of occupa=onally directed

educa=on and training provision, which in

turnshouldresultineconomicgrowth.

Educa=onal throughput will have a limited

impactonskillsadvancement,andthefocus

m ust transcend to informed learning

outcomes that are grounded in innova*ve

prac*ces,cri*cal and cogni*vethinkingand

c ap it al is e o n n ew t ec hn ol og y i n a

heterogeneousglobalcontext.

EXTRACTFROM:-

Ph.D.ThesisofDr.L.Meyer

DISCUSSIONSINEDUCATION:A

POSTMODERNAPPROACH

TheDaVinciIns=tuteforTechnology

Management2012

UNESCO AND GLOBAL

EDUCATION

The interna=onalacademiccommunity will

come together to announce a new Higher

E d uc a =o n I n i= a =v e f o r S u st a in a bl e

Devel opment. A n umbrell a of Uni ted

Na=ons partner organiza=onswill facilitate

theini=a=ve.

Since higher educa=onins=tu=ons educate

andtrain decision makers, they play a key

role in building more sustainable socie=es

and crea=ng new paradigms. The ini=a=ve

c al ls u po n l ea de rs o f t he a ca de mi c

community around the globe to commit

themselves to fostering research and

teaching on sustainable development

i ssues, greeni ng thei r cam puses and

engaging with interna=onal frameworkssuch as the UN Decade of Educa=on for

S u st a in a bl e D e ve l op m en t f o r w h ic h

UNESCOistheleadagency.

h^p://www.unesco.org/new/en/unesco/

events/educa=onevents/?

tx_browser_pi1%5BshowUid

%5D6307&cHash2c1ab7f308

CIMAP NEWS AND EVENTSCIMAP-SABPP

CIMAP par=cipated in the SABPPLearning

and Quality Assurance Department of

SABPP first workshop on23 May 2012 at

theUniversityofJohannesburg.

Continuous

Professional

development - CPD

CIMAP presented thefirst CPDEthicsinPrac=ce workshoponFriday 8June

2012.GuestResourceServicesTraining

C en tr e i n P re to ri a h os te d t he

workshop. CIMAP Ethics convener

Heidi D Edwards f ac il it at ed t hi s

successfulCPDac=vity.

PLANNEDCPDACTIVITIESFOR2012

i. Effec=ngRecogni=onofPriorLearning

intheworkplace;

ii. Bridging the gap between Assessor

andModeratortrainingandbecoming

aneffec=veprac==oner;

iii. EthicsinAssessment;

iv. D e ve l op i ng a m e an i ng f ul a n d

adaptableQMS;

v. PreparingprovidersfortheQCTO;

vi. PreparingworkplacesfortheQCTO;

vii. Preparing for the 2012 Labour Law

amendments.

In the coming months members will be

requested to ac=vely invest n their own

CPD development and skills passport

confirma=on.

CIMAPwelcomesyourinputindeveloping

meaningful topicsas CPDac=vi=es. Please

e-mail the CPDconvener Dr. Karen Deller

withyoursugges=onsandqueries.

[email protected]

Studywithout desire spoils the

memory and it retains nothing

that it takes in

- Leonardo Da Vinci

CIMAP

ETHICSINASSESSMENT

CPDACTIVITY


ITY

CIMAPASSESSMENTTALK

JUNE

2012

JohnArnesen(ProjectDirector:NQF

Advocacy)SAQA

MariusMeyer:CEOSABPP

DeonitaDamonsChairpersonCIMAP
mailto:[email protected]:[email protected]


6/11

6 www.cimap.co.za

The com posi =on of the South A fr ican

popula=on is 78.5% Black Africa, 2.5 %

Indian, 9 % coloured and 9% White

(StascsSA;2012).

Transforma=on has been achieved in the

public service with demographical lyrepresentave numbers of employees.

Private sector transforma=on is however

laggingbehindandcausingmuchfrustra=on

and vigorous debate rela=ng to economic

transforma=oninSouthAfrica.

South A frica has has agreed to a The

Millennium Development Goals, (MDGs)as

amember stateof the UnitedNa=ons: The

M i l l e nn i u m D e v e l o p m e nt G o a l s ,

( M D Gs ) . co n ta i n s e i g ht d e ve l o pm e nt

priori=es:

i. To eradicate extreme poverty and

hunger;

ii. T o a c h i ev e u n i ve r s al p r i ma r y

educa=on;

iii. To promote gender equality and

empowerwomen;

iv. Toreducechildmortality;

v. Toimprovematernalhealth;

vi. To combat HIV/AIDS, malaria and

otherdiseases;

vii. To e n s u r e e n v i r o n m e n t a l

sustainability;

viii. To develop a global partnership fordevelopment.

TheSouthAfricanGovernment developed

12 outcomes that will drive the MDGs.

Theseinclude:

i. Improvedqualityofbasiceduca*on;

ii. A long and healthy life for all South

Africans;

iii. All people inSouthAfricaareand feel

safe;

iv. Decentemploymentthroughinclusive

economicgrowth;

v. A skilled and capable workforce to

supportandinclusivegrowthpath;

vi. A n e ffi c i e n t, compeve and

responsive economic infrastructure

network;

vii. Vibrant, equitable and sustainable

rural communieswith food security

forall;

viii. Sustainable human seKlements and

improvedqualityofhouseholdlife;

i. A responsive, accountable, effecve

and efficient local governmentsystem;

ix. Environmental assets and natural

resourcesthat arewellprotectedand

con*nuallyenhanced;

x. Create a beHer South Africa and

contributetoabeKerandsaferAfrica

andworld;

xi. A n e ffi c i e n t , e ff e c = v e a n d

development orientedpublic service

andanempowered,fairandinclusiveci=zenship.

Some of the factors to consider whilst

dealingwithpovertyeradica=onincludethe

Gini coefficient, employment, per capita,

available social services, and the breadline

povertymeasure.

Structural unemployment, poor levels of

educa=onal quality and forced throughput

rates offerli^le hope whenfacedwith the

structural unemployment rate as opposed

to the official unemploym ent rate of

individualsac=velyseekingemployment.As

SouthAfricaembraces anewfoundpoli=calwill to address the youth educa=on and

employment wastelands, no responsible

ci=zen can sit idly by in the face an

inevitable educa=onal revolu=on (Meyer;

2012).

Government must create an environment

thatis conducive to business development

and fiscal policy constraint. The educa=on

system in South Africa is struggling to

producefunc=onallearners.Universi=esare

beingbombardedwithlearnersthatarenot

readyforhighereduca=on.

The ques=on ishowever broader than theobvious.Where dothese studentsgo once

they complete grade 12 or graduate from

ins=tu=onsof further and higher learning?

How didthese studentsendupbeingsetup

for inevitable failure by being structurally

disadvantaged by substandard educa=on

supportstructures?

The Deputy Minister of Higher Educa=on

andTrainingProfessorMkize confirms,the

new mandate was born out of a crisis,

emana=ngfromtheperceivedfailureofour

system to produce employable graduates,

manifested through the inability of ourgraduates to meet the needs of labour

markets. Of even more serious concern, is

thefailure ofour system toabsorbthe 2.8

million youthbetweenthe ages of18 and

24 who are neither at school nor at

work(Mkhize;2011).

The official unemployment rate in South

Africaisquan=fiedat25,3%forthesecond

quarterof 2010andconfirmed as47 % for

youth(Sta=s=csSouthAfrica,2010).Itmust

beconsideredthatonlyindividualswhoare

ac=velyseekingemploymentareincludedin

thepercentage.

Educa=on is one of the key elements in

addressing unemployment coherently. It

m a k e s s e n s e t h a t e m p l o y m e n t

opportuni=esare realis=cwhenbusinessis

abletocreate wealthandjobsandhavethe

prerequisite skillssetsavailablefor them to

createsustainableopportuni=es.

South Africa is prosperous and we oen

have to shoulder refugees and immigrantsfrommyriadcountriesthatarefarworseoff

thanweare.

C o n s i d er i n g t h e i m p o r ta n c e o f

foundaonaleducaon, itis notsurprising

that a recent Africa Educaon report in

2012highlightedimportantstascs:

Primary school enrolment in Africa' has

i nc re as ed f ro m a n a ve ra ge o f 7 3% .

Challenges are being addressed especially

aroundgirlchildenrolments.

32 million primary-school children

equalling 45% of the global out-of

school popula=on resides in the sub-

Sahara.

In sub-Saharan A fr ica, a lm ost 1 2

milliongirlsmayneverenrolinschool.

Approximately28millionpupilsinsub-

SaharanAfricadropouteachyear.

Onlyone inthree youths(34%)a^ends

s e co n d ar y s c ho o l t h e lowest

globallylevel.

153million adults(38%)of the adult

popul a=on i n sub-Saharan A fr ica

cannot read or write, with 60% oftheseindividualsbeingwomen.

1.2 milion Addi=onal teachers are

required in the region to reach the

interna=onally agreed goal of ge{ng

all children into primary school by

2015.

I n N i g e r i a , a c h i l d s p e n d s

approximately 6.5 years in school on

a ve ra ge . A w ea lt hy u rb an c hi ld

averagesaround 10 years, while poor

rural Hausa girlsaverage lessthan six

monthsinschool.

Aid levels to basic educa=on in sub-SaharanAfricahavedroppedfromUS

$1.72billionin2007to$1.65 billionin

2 00 8. Taking i nto account r is ing

e n ro l me nt i n p r im a ry s c ho o ls ,

spendingperpupilhasdroppedby7%.

Inconfron=ngtheaforemen=onedtopics,it

will not help us to entomb reality at the

e xp en se o f p ra gm a= sm s. I t i s n ot

governmentsjob tocreate wealth thisis

theroleofbusinessandentrepreneurs.

Government must create an environment

thatis conducive to business development

and fiscal policy constraint that is able to

supporttheachievementoftheMDGs.

(Cont.)INTEGRITY

;;DISCIPLINE;;CREDIBILIT

Y

PRAGMATISM IN CONFRONTING SOUTH AFRICAN EDUCATION, INTHE CONTEXT OF THE MILLENNIUM DEVELOPMENT GOALS

ByDr. L. Meyer & Mr. Tsidiso Tshabalala - CIMAP Board Members

CIMAPASSESSMENTTALK

JUNE

2012


7/11

7 www.cimap.co.za

PRAGMATISM Cont.

Laying the blame for our ques=onable

educa=on system solely at the door of

g o ve r nm e nt i s h ow ev er n a ve a nd

disingenuous. Businesses, government,

labour and civil society, regulators and

professional bodies and associa=onsare in

thistogether.

The global economiccrisis hasraised a setof profound ques=ons about ma^ers of

trust,influenceandaccountability.

There is a widespread sense, that the

t r ad i = on a l c h a ll e n ge s o f a v oi d i ng

accountability will be redefined in the

context of new scien=fic, legal and viable

trialsinsuppor=ngtheMDGs.

Educa=onmustbetreatedwiththesupport

and respect it deserves. The quality and

standingofprac==onersmustbeconfirmed

for those wishingto operate inthe fieldof

educa=on.

Noonewouldwillinglyallowourchildrento

betaughtbyunqualifiedandinexperienced

educators.

Equally, organisa=ons cannot afford to

engage the services of individuals thatare

unqualified and ill equipped to train or

assesstheir employees- if we are serious

aboutachievingtheMDGs.

In achieving the Millennium Development

Goals, meritocracy and compromised

quality can no longer be part of our

vocabulary.

Aswestandinthefaceofdefendingquality,we will oenstand alone. Educa=onin the

context of achieving the MDGs must be

considered cri=cally in the perspec=ve of

qual i ty processes i ncl udi ng avai lable

r e s o u rc e s , l e c t u r e r / e d u c a to r

competencies, ongoing CPD, language

proficienciesetc.

The value of quality educa=onin achieving

the MDGs isbestoutlined inthe wordsof

President Nelson Mandela, Educa*on is

the great engine of personal development.

Itisthrougheduca*onthatthedaughterof

a peasantcan become a doctor, thata sonof a mineworker can become the head of

the mine, that a childof farm workerscan

become the presid ent of a of a great

na*on.

ArecentpresentaonmadebyMrsHeidi

PietersfromtheQCTOsharedsome

valuableinformaon:

PreQCTOLegislaon:

Pre-1922Companyspecific

appren=ceshipcontracts1922Appren=ceshipAct

1930,1944,1950Amendments

ONLYappren=ceships

Appren=ceshipCommi^eesbytrade/

industry/area

1981ManpowerTrainingAct

Blackworkerscouldenter

appren=ceships

Appren=ceshipfocusbutpermi{ng

otherskillstoo

IndustryTrainingBoardsvoluntary,

withvoluntarylevies

1995SouthAfricanQualifica=ons

AuthorityAct-NQF

1998SkillsDevelopmentAct&1999

LeviesAct

SectorEduca=onandTraining

Authori=es(SETAs)withfocuson

wholeworkforce(notonlyar=sans),

mandatorylevy

2008AmendmenttoSDA

QualityCouncilforTradesand

Occupa=ons(na=onalnotsectoral

standardsfortradesandoccupa*ons

TheNQFpre2008:

TheQCTO is responsible for (SDA, 2008,

Section26H,3):

E s ta b l is h i ng a n d m a i nt a in i n g

o c c u p a= o n a l s t a n da r d s a n d

qualifica=ons

Thequalityassuranceofoccupa=onal

standards and qualifica=ons and

learninginandfortheworkplace

D e s i g n i n g a n d d e v e l o p i n g

o c c u p a= o n a l s t a n da r d s a n d

qualifica=onsand submi{ng themto

theSAQAforregistra=onontheNQF

Ensuring the quality of occupa=onal

standards and qualifica=ons and

learninginandfortheworkplace;

Anoccupa=onalqualifica=ondefines

thelearningrequiredtobecompetent

to pra c= ce an oc cup a= on or a n

occupa=onalspecialisa=oninarange

ofworkingcontextsinboththeformal

and informal economy as well as in

thepublicandprivatesectors.

All occupa=onal qualifica=ons are

linked to the Organising Framework

forOccupa=ons(OFO)andmust:befit-for-purpose,

reflect workplace requirements,

i.e.be demandoropportunityled

andnotsupplydriven,

T h e p ur po se o f a n o cc up a= o na l

qualifica=onis

to qualify a learner to pracce an

occupaon , r efl ec te d o n t he

O r g a n i s i n g F r a m e w o r k f o r

Occupa=ons(OFO)oranoccupa=onal

s p ec i al i sa = o n r e la t ed t o a n

occupa=on that is reflected on theO r g a n i s i n g F r a m e w o r k f o r

Occupa=ons(OFO).

TheQCTOhastwotypesofqualificaons:

I. Na=onal Occupa=onal Qualifica=on

(morethan120credits)

II. Na=onal Occupa=onal Award (less

than120andmorethan25credits)

Titleofqualifica=on

Linked to occupa=on on OFO and

reflec=ng occupa=onal specialisa=on

inbrackets(whereapplicable)

Notreflec=nglearningfield

Threetypesofstandards

Knowledge/Theory(minimum20%)

Prac=calSkills(minimum20%)

WorkExperience(minimum20%)

All occupaonal qualificaons will be

assessedexternallythroughanappropriate

naonal ly standardised integrated

summaveassessment.

Characteriscsofoccupaonalcurricula

Not t he same a s an educaona l

curriculum

Acurriculumwillcoverthefollowing:

O c c u p a on a l p r o fi l e - b as ed o n

occupa=onaltasks. Specifica=onsfor three

learning components (subjects, prac=cal

skills&workexperience)

Internalassessmentcriteriapersubjectand

prac=calskillsmodule andwork experience

recordperworkexperiencemodule

Skills Development Provider accredita=on

requirementspersubjectandprac=calskills

m o d u le a n d w o r k pl a c e a p p ro v a l

requirementperworkexperiencemodule

Focusisonexternalsummaveassessment

to determine occupa=onal competence

using na=onally standardised assessment

processesandinstruments.(Cont.)

Education

is the most powerful

weapon which you can

use to change the world

- Nelson Mandela

INTEGRITY;;DISCIPLINE;;CREDIBILIT

Y

QUALITY COUNCIL FOR TRADES ANDOCCUPATIONS (QCTO)

CIMAPASSESSMENTTALK

JUNE

2012


8/11

8 www.cimap.co.za

QCTOCont.

Assessmentspecificaonswillcover:

P u rp o se o f t h e o c cu p a= o na l

qualifica=on

Externalassessmentmodel

Qualifica=onoutcomestobe assessed

(ineachPhase)

Assessmentcriteriaforeachoutcome

Eligibility requirements to qualify for

theexternalassessment

TheQCTOhastwotypesofqualificaons:

I. Na=onal Occupa=onal Qualifica=on

(morethan120credits)

II. Na=onal Occupa=onal Award (less

than120andmorethan25credits)

Titleofqualifica=on

Linked to occupa=on on OFO and

reflec=ng occupa=onal specialisa=oninbrackets(whereapplicable)

Notreflec=nglearningfield

Threetypesofstandards

Knowledge/Theory(minimum20%)

Prac=calSkills(minimum20%)

WorkExperience(minimum20%)

All occupaonal qualificaons will be

assessedexternallythroughanappropriate

naonal ly standardised integrated

summaveassessment.

Characteriscsofoccupaonalcurricula

N ot t he s am e a s a n e du ca o na l

curriculum

Acurriculumwillcoverthefollowing:

O c c u p a on a l p r o fi l e - b as ed o n

occupa=onaltasks

S p e c ifi c a =o n s f o r t h r ee l e a rn i n g

components (subjects, prac=cal skills &

workexperience)

Internalassessmentcriteriapersubjectand

prac=calskillsmodule andwork experience

recordperworkexperiencemodule

Skills Development Provider accredita=on

requirementspersubjectandprac=calskills

m o d u le a n d w o r k pl a c e a p p ro v a l

requirementperworkexperiencemodule

Focusisonexternalsummaveassessment

to determine occupa=onal competence

using na=onally standardised assessment

processesandinstruments

Assessmentspecificaonswillcover:

P u rp o se o f t h e o c cu p a= o na l

qualifica=on

ExternalassessmentmodelQualifica=onoutcomestobe assessed

(ineachPhase)

Assessmentcriteriaforeachoutcome

Eligibility requirements to qualify for

theexternalassessment

NATIONALOCCUPATIONAL

PATHWAYSFRAMEWORK

(NOPF)

1. B u s i n e s s A d m i n i s t ra = o n ,

Informa=on Servi ces, H uman

Resources and Teaching RelatedOccupa=ons

2. F i n a n ce , I n s u ra n c e , S a l e s ,

Marke=ng, Retail and Logis=cs

RelatedOccupa=ons

3. A c c o m m o d a = o n , F o o d

Prepara=onandCleaningServices

RelatedOccupa=ons

4. F a rm i n g , F o re s t ry, N a t ur e

Conserva=on, Environment and

RelatedScienceOccupa=ons

5. Medical, Social& Welfare, Sports

a n d P er so n al C a re R el at e dOccupa=ons

6. S e cu r it y a n d L aw R el at e d

Occupa=ons

7. Visual Arts, Design, Installa=on,

Maintenance, Ex trac=on and

Construc=onRelatedOccupa=ons

8. Produc=onRelatedOccupa=ons

9. Transporta=on, Materials Moving

a nd M ob il e P la nt O pe ra =n g

RelatedOccupa=ons.

QCTOAssessmentPartners:

In order to promote quality the QCTO

a s si g ns s ta n da rd i se d f u nc = on s t o

development andassessment partnersand

registered qualifica=ons development

facilitators.

The QCTO will monitor and evaluate the

performance of the Partners through a

signedSLA.(ServiceLevelAgreement)

FunconsoftheAQP:

Developassessmentinstruments

Manageexternalsumma=ve

assessments

Reportonexternalsumma=veassessments

AQPmustbeiden=fiedpriortothe

verifica=onoftheoccupa=onalprofile

HeidiPeters

[email protected]


ITY

Overviewoftheoccupaonalqualificaondevelopmentprocess

Anyone

who stops learning is

old - whether at twenty or

eighty. Anyone who keeps

learning stays young.- Henry Ford

CIMAPASSESSMENTTALK

JUNE

2012


9/11

9 www.cimap.co.za

THE MEANING OFCHARTEREDPROFESSION

ResponsetothemeaningofChartered

ProfessionalbyMarie-Therese

Portolan.PostedonSkillsUniverse

17May2012

Thankyoufortheopportunitytoclarifythiscommonmisunderstanding.

Charteredis a reference toa professional

creden=al that may be awarded to any

profession.

In South Africa, we have a number of

chartered professions: i .e. Chartered

A ccountant, Chartered Shi pbrokers,

Chartered Secretaries, Chartered Ins=tute

ofPurchasing&Supplyetc.

The first recorded body from my cursory

researchwasin the accoun=ng profession

i n 1 88 6 ( SA IC A w eb si te ) w he re t he

Chartered Accountants of England and

Wales set up their first chapter in South

A fr ic a (h^ps://www.saica.co.za/About/

SAICAHistory/tabid/70/language/en-ZA/).

T h e C h ar te re d S e cr et ar ie s ( h ^ p : / /

w w w . i c s a . c o . z a / i n d e x . p h p ?

op=oncom_content&viewar=cle ) was

established in South Africa in 1909. The

CharteredIns=tute of Purchasing & Supply

www.cips.org/en-ZA/ is als o ex treme ly

ac=veinSouthAfrica.

A Chartered Professional is a level of

competence in a par=cular field of work

and as such has been awarded throughpredefined criteria and in recogni=on of

academicandexperien=alcompetence.Itis

t he re fo re a s ta tu s o f p ro fe ss io na l

c o m pe t e nc y a w ar d ed m a i nl y b y

professionalbodies.

Although many chartered organisa=ons

existglobally,theU.Khasthemostevolved

Chartered Framework. Within the U.K,

t he re a re n o l es s t ha n 3 0- ch ar te re d

designa=onsincludingCharteredLibrarians,

Chartered Bankers, Managers ect. i n

addi=on,thisisendorsedbyRoyalCharter.

MostSouthAfricanCharteredorganisa=ons

h av e a ffil ia =o ns w it h t he ir U. K a nd

European counterparts to ensure that a

vibrant community of expert prac=ce and

peer review is embraced. In the U.K for

example an A Royal Charter does not

conferamaterialvalue,butmaybeseento

signifyeminenceandstability.

Royal Charter is a form of incorpora=on.

The chartered body isa single legal en=ty

rather thana collec=onof individuals,and

hasthe powers of a natural person. There

are other,more commonwaysof achieving

incorpora=on,forexamplethoughcompany

registra=on-www.thecqi.org/.

CIMAP has a close rela=onship with the

C h ar te r ed I n s= t ut e o f E d uc a= o na l

Assessment (CIEA) U.K. South Africa has

also produced 5 Chartered A ssessors

(CEAs), that completed their designa=on

programmes with the CIEA (chartered

status highest pinnacle of assessment

prac=ceintheU.K).

Entry requirements for the programme

requires a Masters degree and extensivevalidated assessment and modera=on

experienceata strategiclevel.CIMAP looksforwardtoplayingan ac=verolein theETD

Prac=celandscape.

CIMAP MEMBERSHIPGRADES

Please note that all members in good

s ta n di n g w h o h av e r ec e iv ed t h ei r

membership cer=ficates are now able to

use the following acronyms behind their

names. Allaffiliate membersmayindicate

their status as follows: Ms. K. Khumalo

(CIMAP).

Membershipupgradesmustbe done online

a n d a re s ub j ec t t o p ro fe s si o na l

requirements-www.cimap.co.za

ProfessionalDesignaonApplicaon:

StudentMember-Opentoanyone

withaninterestinassessment.

AffiliateAssessor(Nostatusawarded);

AffiliateMembership -isopento

anyonewithaninterestinassessment

onconfirma=onofachievementofthe

na=onalassessorstandardandis

registeredwithatleastoneETQA-

(ACIMAP);

PraconerAssessor-1-3years

experienceineduca=onalassessment

andmusthaveachievedaNa=onal

Diploma(NQF5)(PCIMAP);

FellowAssessor-Fellowshipis

availabletothemostexperiencedand

expertprac==onersineduca=onal

assessment(atleast5years)anda

NQF6levelqualifica=on(FCIMAP).

CharteredAssessor(CCIMAP).

Mastersdegreeandfiveyearsof

educa=onalassessmentexperience.

MasterAssessor(MCIMAP).Doctoral

degreeandextensiveassessmentand

modera=onexperience.

All membersin goodstandingwho seek to

register with the Chartered Ins=tute for

Educa=onal Assessment (U.K) will be in a

posi=on to do so from 01 June 2012 at

CIMAP nego=ate discounted rates for all

membership grades. Please note that CIEA

Training willbe conductedin South Africa.

Certain membership grades will require

CPDtrainingatnego=atedrates.

Membersthatseektoa^endthetraininginthe U.K will be in a posi=on todo so if

sufficient delegates from South Africa are

available at normal U.K rates. The South

AfricanCPDAc=vi=eswillbecommunicated

shortly.

Chartered Corporate Mem bershi p i s

available to providers registered withthe

Departm ent of H igher Educa=on and

Tra in in g a s a n F ET o r H ET P ro vi de r.

Chartered Corporate Members par=cipate

in the annual CIMAP provider quality

awards and may be awarded a series of

qualitygradingconfirma=ons.

Providersthatare notregisteredwithDHET

are only eligible for Affiliate Corporate

Membership.

CIMAP AWARDS FIRSTMEMBERSHIP GRADES

CIMAPis proudto announce theawarding

ofourfirstdesigna=ons.

I t i s w it hi n t he co nt ext o f aw ard in g

r ec og n i= o n t o o u r m em b er s a n d

assessment prac==oners that industry is

offeredadifferen=a=ngalterna=ve.

Asweprogresswithourformalprofessional

body status with SAQA, we are confident

that only that verified prac==oner will

dem onstrate the value of the CIMAP

designa=onframework.SAQA/TheQCTOhascommencedwiththe

process to professionalise professions that

havenothadformalrecogni=onhistorically.

SouthAfricahas embarkedona processof

recognizi ng Professi onal Bodies and

registering their Professional Designa=ons

on the Na=onal Qualifica=on Framework

(NQF).

T h e S A QA c r it e ri a f or p r es c ri b ed

professional body recogni=on embraces

Con=nuingProfessionalDevelopment(CPD)

for members and the requirement for a

codeofethicsandaproperprocessinplacetoprotectbothmembersandthepublic.

INTEG

RITY;;DISCIPLINE;;CRED

IBILITY

We

congratulateall

membersontheir

designa;onawards

CIMAPASSESSMENTTALK

JUNE

2012
http://www.cips.org/en-ZA/http://www.thecqi.org/http://www.thecqi.org/http://www.cips.org/en-ZA/http://www.cips.org/en-ZA/


10/11

10 www.cimap.co.za

MEMBERSHIP

APPLICATION

PROCESS EXPLAINED

HowdoIjoinCIMAP?

You will have received the membership

applica=on form with your newsleêr.

Please complete it providing us with as

muchdetailaspossibleandmake sure you

ini=aleachpageoftheCodeofConduct.

Provide the following in support of your

applica=on:

Acer=fiedcopyofyourID

Cer=fiedcopiesofcer=ficatesofyour

qualifica=ons

AnabbreviatedCV(rsum).

Ifyouareacons=tuentassessorproof

ofregistra=onfromtherelevantSETA.

P le as e e -m ai l y ou r a pp li ca =o n t [email protected].

Apro-formainvoice will beraisedand sent

toyouforpayment.

Once your applica=on hasbeenprocessed,

youwillqualifyasanAffiliateMember.

Members in good standing may apply for

e le va te d d es ig na =o ns o n t he C IM AP

website.

Members will receive their membership

cer=ficate andwill beaddedtothe mailing

l is t t o r ec ei ve r eg ul ar u pd at es a nd

correspondence.

Membershipapplica=onformavailable

www.cimap.co.za

[email protected]

CIMAP MEMBERSHIPADMINISTRATOR

CIEA : UK

All membersin goodstandingwhoseek to

register with the Chartered Ins=tute for

Educa=onal Assessment (U.K) will be in a

posi=on to do so from 01 June 2012 at

CIMAP nego=ated discounted rates for all

membershipgrades.

Pleaseletusknow ifwecanassistwithany

addi=onalinforma=on.Welookforwardto

yo ur a c= ve p ar =c ip a= on a s a C IM AP

member.

INTERESTING SAFACTS

Table Mountain alone has over 1,500

speciesof plants,morethantheen=re

UnitedKingdom.

South Africa is the second largest

exporteroffruitintheworld.

South Africa has the longest wine

routeintheworld.

SouthAfricaisratedthirdintheworld

insupplyingsafe,drinkabletapwater.

www.larktours.com/50-interes=ng-facts-

about-south-africa

CIMAP SPONSORS

NEGOTIATED MEMBER

BENEFITS

BEEExemp=onLeêrsR860.00(Ex

Vat).

FullBEEcomplianceaudits(dependent

onsizeoforganisa=on).

Fullaccoun=ngservices(including

invoiceprepara=ons,SARScompliance

etc.requirementsfromR1800.00per

month.

[email protected]/

PREDEX LMS

DEARTRAININGPROVIDERS

Doyourequireaseamlessprocessto

uploadtoSETAs,withnodelaysdueto

failuretoadheretoSETA

specifica=ons?

Doyourequireasimple,effec=ve

alterna=vetotrackinglearner

programmeinforma=on?

Areyouwas=ngyourvaluable=meon

calcula=nglearnerachievementcredit

values?

Doyourequireastreamlined

searching,assimila=ng,and

administra=ngaccredita=ons?

Design,print,andadministrateyour

owncer=ficates.

Printprofessionallearnerachievement

reportswiththeclickofabuôn.

Doyouwanttocontrolwhohasaccess

toyourdatawithaneffec=vesecurity

system?

SMSyourstudentsno=fyingthemof

theirlatestassessmentresults.

PredexLMSoffersalloftheabove-

men=onedfunc=onali=esandmany

furtheradvantagesinacosteffec=ve

manner.

Andrew0823859047

CHILDS PLAY - PARENT

INVOLVEMENT PROGRAM

Yourchildsmind-setstemsfromherbeliefs

and thi s i nfluence her thoughts. H er

thoughts determi ne her ac=ons. H er

ac=onshaveaposi=veornega=veresult.

Beliefs are the assump=onsthat we make

aboutourselves,aboutothersintheworld

and about how we expect things to be.

Beliefs are about how we perceive things.

Ourvaluesstemfromourbeliefs.

Their visionand mission also determine a

persons self-esteem and confidence. A

vision is a statement of who you are and

who youcanbecome.It isthe frameworkfor the processof crea=ng yourlife, based

onyourbeliefsandvalues.

Visitourwebsitetofindoutmore:

www.pip-obe.com

Amanda0825510497

BUSINESS RISK

SOLUTIONS

AnaccreditedSupplierforOHSA

TrainingandComplianceAssessments.

HarryHarris0118675171

harrbrsrisksolu=ons.co.zaINTEGRITY;;DISCIPLINE;;CREDIBIL

ITY

TheOnceandFutureKing-T.H.White:

The best thing for being sad," replied

Merlin, beginning to puff and blow, "isto

learnsomething.

That'stheonlythingthatneverfails.

You may grow old and trembling in your

anatomies, you may lie awake at night

listening tothe disorderof yourveins, youmay missyour only love, youmay see the

w or ld a bo ut y ou d ev as ta te d b y e vi l

luna=cs, orknow yourhonourtrampledin

thesewersofbaserminds.

There is only one thing for it then to

learn.Learnwhytheworldwagsandwhat

wags it. That is the only thing, which the

mind can never exhaust, never alienate,

neverbetorturedby,neverfearordistrust,

andnever dream of regre{ng. Learningis

the only thingforyou.Look what a lot of

thingstherearetolearn.

[email protected]

MrsKhanyisileNkosi

CIMAP

isproudlyAssociated

with:SABPP, PRISA & SAPA

CIMAPASSESSMENTTALK

JUNE

2012
http://www.cimap.co.za/mailto:[email protected]://www.cimap.co.za/mailto:[email protected]://www.larktours.com/50-interesting-facts-about-south-africahttp://www.larktours.com/50-interesting-facts-about-south-africahttp://www.goodreads.com/author/show/426944.T_H_Whitehttp://www.goodreads.com/author/show/426944.T_H_Whitehttp://www.goodreads.com/work/quotes/1140206http://www.goodreads.com/work/quotes/1140206mailto:[email protected]:[email protected]://www.larktours.com/50-interesting-facts-about-south-africahttp://www.larktours.com/50-interesting-facts-about-south-africahttp://www.larktours.com/50-interesting-facts-about-south-africahttp://www.larktours.com/50-interesting-facts-about-south-africamailto:[email protected]:[email protected]://www.cimap.co.za/http://www.cimap.co.za/


11/11

11 www cimap co za

24July2012

SandtonConventionCentre

Johannesburg RSA

h^p://www.educa=onweek.co.za/

Interna=onalEduca=onAssocia=onofSouthAfrica29August2012

01September2012

h^p://www.ieasa2012.cmc-uct.co.za/

49thInterna=onalFedera=onofLibraryAssocia=onsWorldCongress

LandscapesinTransi=on

TheTownhouseHotelandCityHall,CapeTown

3-7September:h^p://www.southafrica.info/news/conferences/calendar-

conferences.htm#ixzz1wlYFYMBN

ThefirstUNISAOpenDistanceLearningConference

UniversityofSouthAfrica,Pretoria

5-7September2012:

h^p://www.southafrica.info/news/conferences/calendar-conferences.htm#ixzz1wlYn87ZE

4thUnisaChildren'sReadingConference

SunnysideCampus,UniversityofSouthAfrica,Pretoria

11-12September

h^p://www.southafrica.info/news/conferences/calendar-

conferences.htm#ixzz1wlZNzOD0

5thConferenceonSouthAfricanChildren'sandYouthLiterature

North-WestUniversity,PotchefstroomCampus,Potchefstroom

18-20September

h^p://www.southafrica.info/news/conferences/calendar-

conferences.htm#ixzz1wlZrEYTF

Negoateestatefeeswhileyousllcan

h^p://www.smesouthafrica.co.za/

index.php/legisla=on/tax-a-legisla=on/legisla=on-news/2402-nego=ate-estate-

fees-while-you-s=ll-can

SAsmallbusinesssectornotgloomy


index.php/business-legisla=on/2285-sa-

small-business-sector-not-gloomy

IsSA'slabourbrokingfacingan'indirect'

ban?


index.php/business-legisla=on/2318-is-sas-

labour-broking-facing-an-indirect-ban

SARSfocusesontaxevasion


index.php/tax-news/2281-sars-focuses-on-tax-evasion-

Vehiclesalesincreaseby10.5%


index.php/import-and-export/2261-vehicle-

sales-increase-by-105

ZumareshufflesCabinet,firespolicechief


index.php/south-africa/3322-zuma-

reshuffles-cabinet-fires-police-chief

Soweto'snewleaseonlife


index.php/south-africa/2397-sowetos-new-

lease-on-life

Gautrainfinallegoperaonalincentral

Johannesburg


index.php/south-africa/3274-gautrain-final-

leg-opera=onal-in-central-johannesburg

Knowyourcreditrightsombud


index.php/south-africa/3283-know-your-

credit-rights-ombud


ITY

SMMENOTICEBOARDPointtoanyoneofthelinksbelow(inthisPDFdocument)whilstyouareconnectedtothe

internetandyouwillhyperlinkstraighttothewebsitewherethear;cleappears.

CIMAPASSESSMENTTALK

JUNE

2012
http://www.southafrica.info/news/conferences/calendar-conferences.htmhttp://www.southafrica.info/news/conferences/calendar-conferences.htmhttp://www.southafrica.info/news/conferences/calendar-conferences.htmhttp://www.southafrica.info/news/conferences/calendar-conferences.htmhttp://www.ieasa2012.cmc-uct.co.za/http://www.educationweek.co.za/http://www.southafrica.info/news/conferences/calendar-conferences.htmhttp://www.southafrica.info/news/conferences/calendar-conferences.htmhttp://www.southafrica.info/news/conferences/calendar-conferences.htmhttp://www.southafrica.info/news/conferences/calendar-conferences.htmhttp://www.smesouthafrica.co.za/index.php/south-africa/3283-know-your-credit-rights-ombudhttp://www.smesouthafrica.co.za/index.php/south-africa/3283-know-your-credit-rights-ombudhttp://www.smesouthafrica.co.za/index.php/south-africa/3283-know-your-credit-rights-ombudhttp://www.smesouthafrica.co.za/index.php/south-africa/3283-know-your-credit-rights-ombudhttp://www.smesouthafrica.co.za/index.php/south-africa/3283-know-your-credit-rights-ombudhttp://www.smesouthafrica.co.za/index.php/south-africa/3283-know-your-credit-rights-ombudhttp://www.smesouthafrica.co.za/index.php/south-africa/3283-know-your-credit-rights-ombudhttp://www.smesouthafrica.co.za/index.php/south-africa/3283-know-your-credit-rights-ombudhttp://www.smesouthafrica.co.za/index.php/south-africa/3274-gautrain-final-leg-operational-in-central-johannesburghttp://www.smesouthafrica.co.za/index.php/south-africa/3274-gautrain-final-leg-operational-in-central-johannesburghttp://www.smesouthafrica.co.za/index.php/south-africa/3274-gautrain-final-leg-operational-in-central-johannesburghttp://www.smesouthafrica.co.za/index.php/south-africa/3274-gautrain-final-leg-operational-in-central-johannesburghttp://www.smesouthafrica.co.za/index.php/south-africa/3274-gautrain-final-leg-operational-in-central-johannesburghttp://www.smesouthafrica.co.za/index.php/south-africa/3274-gautrain-final-leg-operational-in-central-johannesburghttp://www.smesouthafrica.co.za/index.php/south-africa/3274-gautrain-final-leg-operational-in-central-johannesburghttp://www.smesouthafrica.co.za/index.php/south-africa/3274-gautrain-final-leg-operational-in-central-johannesburghttp://www.smesouthafrica.co.za/index.php/south-africa/3274-gautrain-final-leg-operational-in-central-johannesburghttp://www.smesouthafrica.co.za/index.php/south-africa/3274-gautrain-final-leg-operational-in-central-johannesburghttp://www.smesouthafrica.co.za/index.php/south-africa/2397-sowetos-new-lease-on-lifehttp://www.smesouthafrica.co.za/index.php/south-africa/2397-sowetos-new-lease-on-lifehttp://www.smesouthafrica.co.za/index.php/south-africa/2397-sowetos-new-lease-on-lifehttp://www.smesouthafrica.co.za/index.php/south-africa/2397-sowetos-new-lease-on-lifehttp://www.smesouthafrica.co.za/index.php/south-africa/2397-sowetos-new-lease-on-lifehttp://www.smesouthafrica.co.za/index.php/south-africa/2397-sowetos-new-lease-on-lifehttp://www.smesouthafrica.co.za/index.php/south-africa/2397-sowetos-new-lease-on-lifehttp://www.smesouthafrica.co.za/index.php/south-africa/2397-sowetos-new-lease-on-lifehttp://www.smesouthafrica.co.za/index.php/south-africa/3322-zuma-reshuffles-cabinet-fires-police-chiefhttp://www.smesouthafrica.co.za/index.php/south-africa/3322-zuma-reshuffles-cabinet-fires-police-chiefhttp://www.smesouthafrica.co.za/index.php/south-africa/3322-zuma-reshuffles-cabinet-fires-police-chiefhttp://www.smesouthafrica.co.za/index.php/south-africa/3322-zuma-reshuffles-cabinet-fires-police-chiefhttp://www.smesouthafrica.co.za/index.php/south-africa/3322-zuma-reshuffles-cabinet-fires-police-chiefhttp://www.smesouthafrica.co.za/index.php/south-africa/3322-zuma-reshuffles-cabinet-fires-police-chiefhttp://www.smesouthafrica.co.za/index.php/south-africa/3322-zuma-reshuffles-cabinet-fires-police-chiefhttp://www.smesouthafrica.co.za/index.php/south-africa/3322-zuma-reshuffles-cabinet-fires-police-chiefhttp://www.smesouthafrica.co.za/index.php/import-and-export/2261-vehicle-sales-increase-by-105http://www.smesouthafrica.co.za/index.php/import-and-export/2261-vehicle-sales-increase-by-105http://www.smesouthafrica.co.za/index.php/import-and-export/2261-vehicle-sales-increase-by-105http://www.smesouthafrica.co.za/index.php/import-and-export/2261-vehicle-sales-increase-by-105http://www.smesouthafrica.co.za/index.php/import-and-export/2261-vehicle-sales-increase-by-105http://www.smesouthafrica.co.za/index.php/import-and-export/2261-vehicle-sales-increase-by-105http://www.smesouthafrica.co.za/index.php/import-and-export/2261-vehicle-sales-increase-by-105http://www.smesouthafrica.co.za/index.php/import-and-export/2261-vehicle-sales-increase-by-105http://www.smesouthafrica.co.za/index.php/tax-news/2281-sars-focuses-on-tax-evasion-http://www.smesouthafrica.co.za/index.php/tax-news/2281-sars-focuses-on-tax-evasion-http://www.smesouthafrica.co.za/index.php/tax-news/2281-sars-focuses-on-tax-evasion-http://www.smesouthafrica.co.za/index.php/tax-news/2281-sars-focuses-on-tax-evasion-http://www.smesouthafrica.co.za/index.php/tax-news/2281-sars-focuses-on-tax-evasion-http://www.smesouthafrica.co.za/index.php/tax-news/2281-sars-focuses-on-tax-evasion-http://www.smesouthafrica.co.za/index.php/tax-news/2281-sars-focuses-on-tax-evasion-http://www.smesouthafrica.co.za/index.php/tax-news/2281-sars-focuses-on-tax-evasion-http://www.smesouthafrica.co.za/index.php/business-legislation/2318-is-sas-labour-broking-facing-an-indirect-banhttp://www.smesouthafrica.co.za/index.php/business-legislation/2318-is-sas-labour-broking-facing-an-indirect-banhttp://www.smesouthafrica.co.za/index.php/business-legislation/2318-is-sas-labour-broking-facing-an-indirect-banhttp://www.smesouthafrica.co.za/index.php/business-legislation/2318-is-sas-labour-broking-facing-an-indirect-banhttp://www.smesouthafrica.co.za/index.php/business-legislation/2318-is-sas-labour-broking-facing-an-indirect-banhttp://www.smesouthafrica.co.za/index.php/business-legislation/2318-is-sas-labour-broking-facing-an-indirect-banhttp://www.smesouthafrica.co.za/index.php/business-legislation/2318-is-sas-labour-broking-facing-an-indirect-banhttp://www.smesouthafrica.co.za/index.php/business-legislation/2318-is-sas-labour-broking-facing-an-indirect-banhttp://www.smesouthafrica.co.za/index.php/business-legislation/2318-is-sas-labour-broking-facing-an-indirect-banhttp://www.smesouthafrica.co.za/index.php/business-legislation/2318-is-sas-labour-broking-facing-an-indirect-banhttp://www.smesouthafrica.co.za/index.php/business-legislation/2285-sa-small-business-sector-not-gloomyhttp://www.smesouthafrica.co.za/index.php/business-legislation/2285-sa-small-business-sector-not-gloomyhttp://www.smesouthafrica.co.za/index.php/business-legislation/2285-sa-small-business-sector-not-gloomyhttp://www.smesouthafrica.co.za/index.php/business-legislation/2285-sa-small-business-sector-not-gloomyhttp://www.smesouthafrica.co.za/index.php/business-legislation/2285-sa-small-business-sector-not-gloomyhttp://www.smesouthafrica.co.za/index.php/business-legislation/2285-sa-small-business-sector-not-gloomyhttp://www.smesouthafrica.co.za/index.php/business-legislation/2285-sa-small-business-sector-not-gloomyhttp://www.smesouthafrica.co.za/index.php/business-legislation/2285-sa-small-business-sector-not-gloomyhttp://www.smesouthafrica.co.za/index.php/legislation/tax-a-legislation/legislation-news/2402-negotiate-estate-fees-while-you-still-canhttp://www.smesouthafrica.co.za/index.php/legislation/tax-a-legislation/legislation-news/2402-negotiate-estate-fees-while-you-still-canhttp://www.smesouthafrica.co.za/index.php/legislation/tax-a-legislation/legislation-news/2402-negotiate-estate-fees-while-you-still-canhttp://www.smesouthafrica.co.za/index.php/legislation/tax-a-legislation/legislation-news/2402-negotiate-estate-fees-while-you-still-canhttp://www.smesouthafrica.co.za/index.php/legislation/tax-a-legislation/legislation-news/2402-negotiate-estate-fees-while-you-still-canhttp://www.smesouthafrica.co.za/index.php/legislation/tax-a-legislation/legislation-news/2402-negotiate-estate-fees-while-you-still-canhttp://www.smesouthafrica.co.za/index.php/legislation/tax-a-legislation/legislation-news/2402-negotiate-estate-fees-while-you-still-canhttp://www.smesouthafrica.co.za/index.php/legislation/tax-a-legislation/legislation-news/2402-negotiate-estate-fees-while-you-still-canhttp://www.smesouthafrica.co.za/index.php/legislation/tax-a-legislation/legislation-news/2402-negotiate-estate-fees-while-you-still-canhttp://www.smesouthafrica.co.za/index.php/legislation/tax-a-legislation/legislation-news/2402-negotiate-estate-fees-while-you-still-canhttp://www.southafrica.info/news/conferences/calendar-conferences.htmhttp://www.southafrica.info/news/conferences/calendar-conferences.htmhttp://www.southafrica.info/news/conferences/calendar-conferences.htmhttp://www.southafrica.info/news/conferences/calendar-conferences.htmhttp://www.southafrica.info/news/conferences/calendar-conferences.htmhttp://www.southafrica.info/news/conferences/calendar-conferences.htmhttp://www.southafrica.info/news/conferences/calendar-conferences.htmhttp://www.southafrica.info/news/conferences/calendar-conferences.htmhttp://www.southafrica.info/news/conferences/calendar-conferences.htmhttp://www.southafrica.info/news/conferences/calendar-conferences.htmhttp://www.southafrica.info/news/conferences/calendar-conferences.htmhttp://www.southafrica.info/news/conferences/calendar-conferences.htmhttp://www.southafrica.info/news/conferences/calendar-conferences.htmhttp://www.southafrica.info/news/conferences/calendar-conferences.htmhttp://www.southafrica.info/news/conferences/calendar-conferences.htmhttp://www.southafrica.info/news/conferences/calendar-conferences.htmhttp://www.ieasa2012.cmc-uct.co.za/http://www.ieasa2012.cmc-uct.co.za/http://www.educationweek.co.za/http://www.educationweek.co.za/

CIMAP Assessment Talk Issue 5 - June 2012

Documents

Transcript of CIMAP Assessment Talk Issue 5 - June 2012