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Policy for the General and Further Education and Training Qualifications Sub-framework 5 November 2104 Policy for the General and Further Education and Training Qualifications Sub-framework 5 November 2104

Purpose Provides for the development of General and Further Education and Training qualifications. Promotes Purpose Provides for the development of General and Further Education and Training qualifications. Promotes the development of a single yet diverse general and further education and training sector committed to serving the needs of the individual, South African Society and the economy. Qualifications on the GFETQSF are there to fulfill the state’s constitutional responsibility to citizens’ rights to a basic and further education, including adult’s rights to a basic education Promotes public understanding of the qualifications and confidence in the significance associated with their achievement

Legislative context Constitution of the Republic of South Africa, 1996 General and Further Education Legislative context Constitution of the Republic of South Africa, 1996 General and Further Education and Training Quality Assurance Act, 2001 (Act no 58 of 2001) - Council for Quality Assurance National Qualifications Framework Act, 2008 (Act 67 of 2008) – SAQA, Quality Councils Various education-related Acts - SASA, NEPA, FETC Act, SDA (QCTO), Higher Education Act (CHE)

NATIONAL QUALIFICATIONS FRAMEWORK Level Sub-frameworks and qualification types 10 Doctoral degree * Doctoral degree NATIONAL QUALIFICATIONS FRAMEWORK Level Sub-frameworks and qualification types 10 Doctoral degree * Doctoral degree (professional) 9 Master’s degree * Master’s degree (professional) 8 Bachelor Honours degree * Postgraduate diploma Bachelor’s degree 7 Bachelor’s degree * Advanced diploma 6 Diploma Occupational certificate (Level 6) Advanced Certificate 5 Higher Certificate Occupational certificate (Level 5) 4 National Certificate Occupational certificate (Level 4) 3 Intermediate Certificate Occupational certificate (Level 3) 2 Elementary Certificate Occupational certificate (Level 2) 1 General Certificate Occupational certificate (Level 1)

The character of the GFETQ Sub-framework Few robust qualification types with a limited number The character of the GFETQ Sub-framework Few robust qualification types with a limited number of variants 2 learning pathways: Ø Ø for scholars (15 – 19 years) offered in schools and TVET Colleges - (SC, NCV) adult stream – (GETC / GETCA), Intermediate certificate, NASCA offered in ALCs The NCV is entirely general vocational in nature while the SC / NSC and the GETC/GETCA have vocational components Level 5 Qualification? All are assessed through external examinations with SBA forming a component of the final mark

NQF Level 4 Designated variants Qualification types Certificates for units of learning National Certificate NQF Level 4 Designated variants Qualification types Certificates for units of learning National Certificate (NC) Senior Cert/ NSC NC(V) Level 4 NASCA NACVA Subject certificates towards one or more qualification designated variants Colleges Level 3 Designated variants Level 2 Designated variants Level 1 Designated variants Intermediate Certificate (IC) [NSC – Gr 11] NC(V) Level 3 Intermediate Certificate of Education Subject certificates towards one or more qualification designated variants Elementary Certificate (EC) [NSC – Gr 10] NC(V) Level 2 Elementary Certificate of Education Subject certificates towards one or more qualification designated variants GETC: ABET Subject (LA) certificates for adult learners General Certificate (GC) General Certificate of Ed (Gr 9) GETCA

The GFETQSF – the sub-framework Flexible enough to provide for a range of educational The GFETQSF – the sub-framework Flexible enough to provide for a range of educational needs Facilitates the education of learners of all ages Credible qualifications that are internationally benchmarked Allows for the development of new qualification variants as needed Simple, clear, easy to understand user-friendly Facilitates articulation between qualifications within and across the sub-frameworks

Standards for qualifications in General and Further Education and Training Qualification policies (details of Standards for qualifications in General and Further Education and Training Qualification policies (details of the qualification design) Supporting curriculum Assessment – internal, national external Monitoring of implementation of the curriculum (assessment bodies, institutions) Monitoring of assessment Certification Research Co-operation with other stakeholders in education Standards & quality assurance for General and Further Education and Training – Umalusi Policy

Policy for GFETQSF Registration of qualifications Naming of qualifications - qualification types, descriptors Volumes Policy for GFETQSF Registration of qualifications Naming of qualifications - qualification types, descriptors Volumes of learning and achievement Articulation with other sub-frameworks Accumulation and transfer of credits towards qualifications Recognition of Prior Learning Progression within the sub-framework Admission to GFET qualifications Admission to HE and Occupational qualifications Quality Assurance Certification Implementation

Criteria for the development and the format of qualifications on the GEFTQ Sub-framework The Criteria for the development and the format of qualifications on the GEFTQ Sub-framework The title of the qualification The qualification structure and design The NQF Level of the qualification the subframework The rules of combination The number of credits The certification requirements The legislative and regulatory framework into which the qualification fits Curriculum overview Qualification overview Assessment The rationale for the qualification Recording and reporting The stated qualification purpose minimum accreditation requirements for offering the qualification The Exit Level Outcomes and postqualification articulation Critical Cross-field Outcomes(CCFOs) The entry requirements and entry articulation options Transitional arrangements The identity of the particular target group for the qualification International Comparability The duration of the qualification The proposer of the qualification

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