Accredit Accr a edit t a ion t of Progr Pr a ogr mmes by the HEQC

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1 Accreditation of Programmes by the HEQC

2 Why Accreditation? In terms of the regulatory framework, all higher education programmes must be accredited by the Higher Education Quality Committee (HEQC) before a public or private higher education institution may offer such a programme. A programme is defined as "A purposeful p and structured set of learning experiences that leads to a qualification registered on the National Qualifications Framework (NQF)

3 Principles of the programme accreditation model dl Academic programmes in the higher education system should be of acceptable quality. Only those programmes which satisfy at least minimum quality requirements will be allowed to enter and remain in the higher education system. The primary responsibility for programme quality rests with higher education institutions themselves. The HEQC s responsibility is to establish a value adding external system of programme accreditation i that can validate institutional information on the effectiveness of arrangements for ensuring the quality of academic programmes.

4 Objectives of the programme accreditation model dl Assure and enhance the quality of higher education programmes by identifying and granting recognition status to programmes that satisfy the HEQC s minimum standards for provision, or demonstrate their potential to do so in a stipulated period oftime. Protect students from poor quality programmes through accreditation and reaccreditation arrangements that build on reports from self evaluation l and external evaluation activities, iii including HEQC audits, and other relevant sources of information. Encourage providers to institutionalise a culture of self managed evaluation that builds on and surpasses minimum standards. Increase the confidence of the public in higher education programmes and qualifications. Facilitate articulation between programmes of different higher education sectors and institutions.

5 Accreditation Route What processdoesit follow? Department Faculty Academic Planning Com. University it CHE (HEQC) DHET Uni. Senate DHET SAQA IF YOU ARE SMART YOU CAN GET YOUR PROGRAMME IF YOU ARE SMART, YOU CAN GET YOUR PROGRAMME ACCREDITTED WITHIN 6 MONTHS TO A YEAR!

6 The Accreditation Process The institution has to submit a plan for the implementation of the new programme. The plan could specify, for example: Implementation steps for the new programme, together with time frames and budgetary allocations for each step, and the human resources for managing gthe implementation. This includes implementation of the policies, strategies, conditions, etc. specified in the criteria for the candidacy phase, and provision of the required infrastructure. How is this done?

7 at the University (online submission) Each higher education institution will have one contact person who will have access to HEQC online with a user login and a password. This profile requires this contact tperson to enter basic information about the institution (enrolments, staff, lecture room capacity, etc) in a series of tables, and to upload a number of policies which inform the work of the institution in relation to teaching and learning. Once an applicationhas been filled in and allinternal approval processes have been finalized, this administrator is the only person who can actually submit the application to the HEQC.

8 at the University (online submission) The second part of this section of the application form is organised based on the HEQC nine accreditation criteria for the Candidacy Phase and must be completed by academics staff familiar with the actual contents of the programme. Lecturers and/or programme coordinators have to answer nine sets of questions. Question number 9 is only answered if the programmeis at the postgraduate level. In each case the system provides the user with the complete text of the criterion against which his/her answer will be assessed and the list of minimum standards with which the programme has to comply.

9 .. at the HEQC Applications for new programmes is evaluated by an HEQC panel of specialist peers. (The HEQC uses a system of peer and expert review in order to ensure credible and consistent programme evaluations. A site visit may also be undertaken by the peer panel or by the HEQC secretariat, where necessary. If the requirements for candidacy status are met, the HEQC will award provisional accreditation to the new programme. Mid h h h h i i i ill b Midway through the programme, the institution will be required to submit a progress report for evaluation by the HEQC secretariat. A site visit will be undertaken only when circumstances warrant it.

10 Judgments and the Outcomes of Accreditation The following categories will be used to classify the results in each instance: (i) Commend: All the minimum standards specified in the criterion were fully met and, in addition,goodpractices and innovation were identified in relation to the criterion. (ii) Meets minimum standards: Minimum standards as specified inthe criterion were met. (iii) Needs improvement: Did not comply with all the minimum standards specified in the criterion. Problems/weaknesses could be addressed d in a short period of time. (iv) Does not comply: Did not comply with the majority of the minimum standards specified in the criterion.

11 Criteria, judgements and outcomes EVALUATION AGAINST HEQC CRITERIA Exceeds minimum standards : All minimum standards specified in the criteria were met and, in addition, examples ofgood practice and innovation were identified in relation to several criteria i CLASSIFICATION OF ACCREDITATION OUTCOMES Provisionally accredited.

12 Criteria, judgements and outcomes EVALUATION AGAINST HEQC CRITERIA Complies with minimum standards: All minimum specified in the criteria were met. CLASSIFICATION OF ACCREDITATION OUTCOMES Provisionally accredited

13 Criteria, judgements and outcomes EVALUATION AGAINST HEQC CRITERIA Needs improvement: Not all minimum standards specified in the criteria were met. Problems/ weaknesses could be addressed in a short period of time. CLASSIFICATION OF ACCREDITATION OUTCOMES Provisionally accredited (with conditions).

14 Criteria, judgements and outcomes EVALUATION AGAINST HEQC CRITERIA Does not meet minimum standards: Did not meet the majority of minimum standards specified in the criteria. CLASSIFICATION OF ACCREDITATION OUTCOMES Not provisionally accredited

15 Programme Design CRITERION 1: The programme is consonant with the institution s mission, forms part of institutional planning and resource allocation, meets national requirements, the needs of students and other stakeholders, and is intellectually credible. It is designed coherently and articulates well with other relevant programmes, where possible Areas Relevant Aspects Criterion 1. Programme design Relation to institution s mission and planning Needs of students and other stakeholders Intellectual credibility Coherence Articulation Characteristics and needs of professional and vocational education Learning materials development 1

16 (i) The programme is consonant with the institution s mission and goals and was approved by the appropriate institutional structures, including Senate/equivalent structure. Provision is made for the programme in the institution s planning and resource allocation processes. (ii) The programme meets the national requirements pertaining to programmes which are at present being developed within the context of the NQF. (iii) Learning outcomes, degree of curriculum choice, teaching and learning methods, modes of delivery, learning materials and expected completion time cater for the learning needs of its target student intake. Competences expected of students who successfully complete the programme are made explicit. The design maintains an appropriate balance of theoretical, practical and experiential knowledge and skills. It has sufficient disciplinary content and theoretical depth, at the appropriate level, to serve its educational purposes. ()Th (v) The design offers students t learning and career pathways with opportunities for articulation with other programmes within and across institutions, where possible. (vi) Modules and/or courses in the programme are coherently planned with regard to content, level, credits, purpose, outcomes, rules of combination, relative weight and delivery. Outsourcing of delivery is not permitted. (vii) There is a policy and/or procedures for developing and evaluating learning materials and ensuring their alignment with the programme goals and underpinning philosophy. Where necessary, members of the academic staff are trained to develop learning materials.

17 (viii) Programme outcomes meet national and/or regional labour market, knowledge or other socio culturalneeds cultural needs. The requirements of professional bodies aretaken into consideration, where applicable. Relevant stakeholders, including academic peers from outside the institution, and employers and professional bodies where applicable, are involved in the development of the programme. (ix) The characteristics i and needs of professional and vocational education are catered for in the design of the programme, where applicable. This includes the following, in addition to (i) (vii) above: The programme promotes the students understanding of the specific occupation for which they are being trained. Students master techniques and skills required for a specific profession or occupation. Work based learning and placement in a work based environment form an integral part of the curriculum, where possible.4 (x) In the case of institutions with service learning as part of their mission: Service learning programmes are integrated into institutional and academic planning, as part of the institution s mission and strategic goals. Enabling mechanisms (which may include incentives) are in place to support the implementation of service learning, including staff and student capacity development.

18 Criterion 1 Programme Design Respond to questions (normally in a narrative form) How does the programme take into account the mission of the institution and the institutional plan? How does the programme meet the needs of students and other stakeholders? How does it articulate with other programmes?

19 Criterion 1 General Reflection One of the most weighted criteria and worthwhile doing this well Shortcomings normally associated with: Blurred link between University Mission and the offering of the programme Missing Institutional policies. For example, Policy for the development of Learning material, Assessment policy, Experiential Learning policy, Policy for the monitoring and evaluation of T&L, etc. Lack of Programme coherence (for example, does not have the appropriate credits at the various levels. Far exceeds the minimum credits required for the programme Elective/Compulsory modules confusion % time allocated for independent self study study is too high Appropriate teaching methodologies for the programme not apparent Vertical and horizontal articulation possibilities are not clear

20 Student recruitment, admission and selection CRITERION 2: Recruitment documentation informs potential students of the programme accurately and sufficiently, and admission adheres to current legislation. Admission and selection of students are commensurate with the programme s academic requirements, within a framework of widened access and equity. The number of students selected takes into account the programme s intended learning outcomes, its capacity to offer good quality education and the needs of the particular profession (in the case of professional and vocational programmes). Areas Relevant Aspects Criterion 2. Student recruitment, Recruitment 2 admission and selection Legislative issues Widening of access Equity Assumptions of learning Professional needs Capacity of the programme to offer quality education

21 (i) Advertising and promotional materials contain accurate and sufficient information about the programme with regard to admission policies, completion requirements and academic standards. Marketingand and advertising aredone according to DoE and SAQA regulations and accurate information is provided about the NQF level and the accreditation status of the programme. (ii) Admission, matriculation exemption, age exemption, etc. adhere to current legislation. (iii) The programme s admission criteria are in line with the National Plan for Higher Education s (NPHE s) goal of widening access to higher education. Equity targets are clearly stated, as are the plans for attaining them. Provision is made, where possible, for flexible entry routes, which includes RPL with regard to general admission requirements, as well as additional requirements for the programme, where applicable. Admission of students through an RPL route should not constitute more than 10 percent of the student intake for the programme. (iv) Admission requirements are in line with the degree of complexity of learning required in the programme, within the context of widening access and promoting equity. (v) Selection criteria are explicit and indicate how they contribute to institutional plans for diversity. The number of students selected for the programmedoes not exceed the capacity available for offering good quality education. The number of students is balanced against the intended learning outcomes of the programme and takes into account the mode(s) of delivery and the programme s components (modules/courses). (i)i (vi) In the case of professional and vocational programmes, the quality and number of students admitted takes into account the needs of the particular profession, consonant with the appropriate equity considerations.

22 Criterion 2 Student recruitment, admission and selection Respond to questions Supply details of the information you plan to provide students about the programme What are the admission requirements and how do they relate to the requirements for the academic level lof the programme? How does the selection process take into account the optimal number of students? How do your recruitment and admission policy take into account the objectives of widening access to Higher Education?

23 Criterion 2 General Reflection Relatively important criterion Short comings normally associated with: Marketing materials for the programme absent (or no indication of how students are to be recruited) Admission requirements are not clear. No RPL policy, no provision made for RPL. Admission criteria does not take into account the complexity of learning required Equity sub criterion not addressed d Number of students too large to satisfy the required learning outcomes Are there any other admission requirements used than matric results?

24 Staffing CRITERION 3: Academic staff responsible for the programme are suitably qualified and have sufficient relevant experience and teaching competence, and their assessment competence and research profile are adequate for the nature and level of the programme. The institution and/or other recognised agencies contracted by the institution provide opportunities for academic staff to enhance their competences and to support their professional growth and development.

25 (i) Academic staff for undergraduate programmes have relevant academic qualifications higher than the exit level of the programme, but at minimum a degree. Academic staff for postgraduate programmes have relevant academic qualifications at least on the same level as the exit level of the programme. (ii) The majority of full time academic staff has two or more years of teaching experience in a recognised higher education institution, and in areas pertinent to the programme. In the case of professional programmes, a sufficient number of academic staff members also have relevant professional experience. Qualified and experienced academic staff design the learning programme, although junior or part time tutors may act as facilitators of learning. (iii) Academic staff are competent to apply the assessment policies of the institution. Some of the academic staff responsible for the programme have at least two years experience of student assessment at the exit level of the programme. There is ongoing professional development and training of staff as assessors in line with SAQA requirements. (iv) Academic staff members have research experience through their own research and/or studies toward higher education qualifications. The research area(s) of some of the academic staff members are relevant to the subject areas of the programme. In the case of postgraduate programmes, the research profile of the staff includes recognised research outputs. (v) The institution and/or other recognised agencies contracted by the institution provide orientation ti and induction opportunities in which h new academic staff tffmembers participate. i t Provision is made for regular staff development opportunities in which relevant academic staff participate.

26 Criterion 3 Staffing Respond to questions Indicate how the qualification and expertise of the academic staff responsible for the programme are sufficient and relevant for the level and focus of the programme How does the research profile of the academic staff tffmatch ththe nature and the level of the programme? What opportunities does the institution provide staff match the nature of the programme? Provide a detailed description of the workload allocation model taking into account the number of academic staff attached to the programme and envisaged student enrolments

27 Criterion 3 General Reflection Lesser important criterion for Public Institutions Short comings normally associated with: Relative staff profile (number of staff and/or qualifications of staff) for the programme not provided No staff development indication given Staff do not have a qualification higher than the level of the programme Workload unrealistic will compromise on the quality of delivery

28 Staffing CRITERION 4: The academic and support staff complement is of sufficient size and seniority for the nature and field of the programme and the size of the student body to ensure that all activities related to the programme can be carried out effectively. The ratio of full time to part time time staff is appropriate. The recruitment and employment of staff follows relevant legislation and appropriate administrative procedures, including redress and equity considerations. Support staff are adequately qualified and their knowledge and skills are regularly updated.

29 (i) The staff:student ratio expressed as full time equivalents is suitable for the nature and field of the programme and number of enrolled students. Sufficient support staff dedicated to the programme are available, where appropriate. (ii) The programme has an appropriate full time:part time staff ratio to ensure working conditions conducive to teaching and learning and research. Part time and junior staff and tutors are trained, where necessary, and monitored by full time staff. (iii) Recruitment and employment of staff adhere to the stipulations of the Labour Relations Act and to conditions of service, and there are appropriate administrative procedures for the selection, appointment, induction and payment of staff members and tutors. Redress and equity considerations receive due attention in the appointment of staff. (iv) The academic staff complement is such that it ensures that students are exposed to a diversity of ideas, styles and approaches. (v) Contractual arrangements relating to the hours and workload of staff ensure that all programme quality assurance, teaching, research, learning support, materials development, assessment, monitoring of part time staff (where applicable), counselling and administrativeactivities activities take place. (vi) Administrative, technical and academic development support staff are adequately qualified for their duties, and opportunities exist for staff development. (vii) For distance learning programmes, sufficient administrative and technical staff are employed dto handle the specialised ili dtasks of registry, it dispatch, management of assignments, record keeping, and other issues in relation to student needs.

30 Criterion 4 Staffing Respond to questions What mechanisms does the Institution have to ensure that the recruitment of staff follows relevant labour legislation? To what extent are the academic and support staff sufficient in size and seniority it for the nature and the field of the programme?

31 Criterion 4 General Reflection Criterion 3 and 4 are normally taken together There is either no mention made or there is no support staff for the programme (include Administrative staff) Staff do not have any experience in curriculum development, assessment practices etc. Course coordinator not suited for the programme on offer

32 Teaching and Learning strategy CRITERION 5: The institution gives recognition to the importance of promoting student learning. The teaching and learning strategy is appropriate for the institutional type (as reflected in its mission), mode(s) of delivery and student composition, contains mechanisms to ensure the appropriateness of teaching and learning methods, and makes provision for staff to upgrade their teaching methods. The strategy sets targets, plans for implementation, and mechanisms to monitor progress, evaluate impact and effect improvement. Areas Relevant Aspects Criterion 5. Teaching & Learning Strategyt Importance of promotion of student learning Institutional ltype, mode(s) d() of dli delivery and student composition Appropriate teaching and learning methods Upgrading of teaching methods Targets, implementation plans, and ways to monitor, evaluate impact, and effect improvement 5

33 (i) Recognition of the importance of the promotion of student learning is reflected in the institution s central operating policies and procedures, including resource allocation, provision of support services, marketing, appointments and promotions. (ii) A teaching and learning strategy is in place which: Is appropriate for the institutional type as reflected in its mission (programme types, research, teaching), mode(s) of delivery (contact/distance/e learning), and its student composition (age, full time/part time, advantaged/disadvantaged), etc. Has mechanisms to ensure that teaching and learning methods are appropriate for the design and use of learning materials and instructional and learning technology. Provides for staff development opportunities where staff can upgrade their teaching methods. Contains targets, plans for implementation, ways of monitoring progress and evaluating impact, and mechanisms for feedback and improvement.

34 Criterion 5 Teaching & Learning Respond to questions What activities does the programme have to promote student learning? How does the teaching and learning strategy reflect the Institutional type (as reflected in the Institution s mission), mode(s) of delivery and student composition? How does the T&L strategy ensure that the T&L methods of the programme are appropriate to the contents of the learning outcomes? To what extent does the T &L strategy make provision for staff to upgrade their teaching methods? What mechanisms to monitor progress, evaluate impact, and effect improvement are included in the strategy for T&L

35 Criterion 5 General Reflection Criterion 5 is very important No Teaching & Learning Strategy OR in place, but weak Not sufficient resources provided for this The T&L methodology is inappropriate for the specific programme No clear indication is provided of how teaching and learning is going to take place for the various components of the programme The submission is the generic institutional T&L strategic which does not address the specifics for the programme

36 Student assessment policies and procedures CRITERION 6: The different modes of delivery of the programme have appropriate policies and procedures for internal assessment; internal and external moderation; monitoring of student progress; explicitness, validity and reliability of assessment practices; recording of assessment results; settling of disputes; the rigour and security of the assessment system; RPL; and for the development of staff competence in assessment. Areas Relevant Aspects Criterion 6. Student assessment policies and procedures Internal assessment Internalandand external moderation Monitoring of student progress Validity and reliability of assessment Recording of results Security Recognition of prior learning (RPL) 6

37 (i) The programme has appropriate policies and procedures in all modes of delivery for: Internal assessment of student learning achievements by academic staff responsible for teaching a course/module of the programme in a system that includes internal moderation. External moderation of students learning achievements by appropriately qualified personnel. Moderators are appointed in terms of clear criteria and procedures and conduct their responsibilities in terms of clear guidelines. Monitoring student progress in the course of the programme. Ensuring the validity and reliability of assessment practices. Secure and reliable recording of assessment results. Settling of student disputes regarding assessment results. Ensuring the security of the assessment system, especially with regard to plagiarism and other misdemeanours. Development of staff competence in assessment. (ii) There are appropriate policies and procedures for RPL, including the identification, documentation, assessment, evaluation and transcription of prior learning against specified learning outcomes, so that it can articulate with current programmes and qualifications. Assessment instruments are designed for RPL in accordance with the institution s policies on fair and transparent assessment.

38 Criterion 6 Student assessment policies and procedures Respond to questions To what extent are the policies and procedures for internal assessment, internal and external moderation appropriate to the mode of delivery of the programme? What mechanism does the programme have for academic staff to monitor student progress? What mechanism does the Institution have to ensure the explicitness, validity and reliability of assessment practices? How does the programme management relate moderator s reports and external examiner reports and how are the latter ltt used to improve T&L? What system does the programme use for the recording of assessment results; and settling disputes in relation to assessment results? What mechanism does the institution have to ensure that the assessment for the recognition of prior learning is rigorous and secure? What mechanisms does the programme have for the development of staff competence in the assessment of RPL?

39 Criterion 6 General Reflection Criterion 6 is important Assessment practices are not appropriate for the programme No indication that moderation is done appropriately There is no evaluation/assessment manual There is no indication that staff monitor student progress External reports of examiners and moderators are not used to improve T & L Recording of evaluative results is suspect Record keeping of results not clear Staff not trained in assessment practices

40 Infrastructure and Library resources CRITERION 7: Suitable and sufficient venues, IT infrastructure and library resources are available for students and staff in the programme. Policies ensure the proper management and maintenance of library resources, including support and access for students and staff. Staff development for library personnel takes place on a regular basis. Areas Relevant Aspects Criterion 6. Infrastructure and library resources Venues IT infrastructure and training Size and scope of library resources Integration ti of library resources into curriculum Management and maintenance of library resources Library support and access to students 7

41 (i) Suitable and sufficient venues are available at all official sites of learning where the programme is offered, including teaching and learning venues, laboratories and clinical facilities, where appropriate. There are codes for clinical conduct, laboratorypracticeand and safety, where appropriate. (ii) Suitable and sufficient IT infrastructure, as determined by the nature of the programme, is available at all sites of learning. This includes functionally appropriate hardware (computers and printers), software (programmes) and databases. The infrastructure is properly maintained and continuously upgraded and adequate funds are available for this purpose. Students and staff are trained in the use of technology required for the programme. (iii) Suitable and sufficient library resources exist which: Complement the curriculum. Provide incentives for students to learn according to their own needs, capacity and pace. Support appropriate professional and scholarly activities of students and staff involved in the programme. (iv) Policies exist for the proper management and maintenance of library resources, and for their continuous renewal and expansion. These policies areintegrated into the institution s s financial plan. (v) On and off campus students have adequate library support and adequate access to library research and computing facilities. (i)st (vi) Staff development ttk takes place on a regular basis to update dt the library staff s tff knowledge and skills.

42 Criterion 7 Infrastructure and Library services Respond to questions To what extent does the programme have suitable and sufficient lecturing venues in relation to the expected student intake and the nature of the programme? How does the IT infrastructure and library resources available for students and staff tffmatch ththe programme requirements? How are the management and maintenance of library resources, including support and access for students and staff regulated? What mechanisms does the Institution have to establish the correspondence between the nature and availability of resources and the nature of the programme? If the programme is offered on a distance mode, what mechanisms are available for students to extra reading material?

43 Criterion 7 General Reflection Criterion 7 is less important for public institutions Lack of appropriate library or no library at all The graphic material in the library is not current No electronic media available for the course Inthe instance of distance training, how islibraryresources resources made availableto them? Access to library/computer facilities difficult Ratio of library books/computers to students too small Budget for library resources and/or not provided

44 Programme administrative services CRITERION 8: The programme has effective administrative services for providing information, managing the programme information system, dealing with a diverse student population, and ensuring the integrity of processes leading to certification of the qualification obtained through the programme Areas Rl Relevant Aspects Ci Criterioni 7 Programme administrative services Provision of information Identifying non active and at risk students Dealing with the needs of a diverse student population Ensuring the integrity of certification 8

45 (i) The programme information system is managed effectively in order to provide reliable information on the following: Venues, timetables, access to library and IT facilities, availability of academic and support staff for student consultations, and student support services. Information and communication needs of students in remote (rural) areas receive due attention. Records of the students in the programme, including admission, progression, grades/ marks, fees and graduation. Records of students in the programme for the National Learner Records Database (NLRD) of SAQA. (ii) Effective administrative systems are in place for: Identifying academically non active students, particularly in distance education programmes. Monitoring student performance in order to ensure timely identification of at risk students. There are strategies for advising students on improving their chances of success and for referral to appropriate academic development programmes. Rules for re admission to programmes are clear and are sensitively applied. Dealing with the needs of a diverse student population. (iii) Clear and efficient arrangements are in place for ensuring that the integrity of certification processes for the qualification obtained through the programme is not compromised. These include: Effective mechanisms to quality assure the processing and issuing i of certificates. t Effective security measures to prevent fraud or the illegal issuing of certificates.

46 Criterion 8 Programme administrative services Respond to questions What Administrative services does the programme have in order to provide information, manage the programme information system, and deal with the needs of a diverse student population? How do administrative i ti services ensure the integrity it of the processes leading to certification of the qualification obtained through the programme?

47 Criterion 8 General Reflection Criterion 7 is less important for institutions Too few administrative staff to provide appropriate support for the programme Administrative staff not qualified to deal with support required for the programme Administrative staff not disciplined enough to deal with the integrity of the processes leading to the issuing of the qualification

48 Preparing for Degree worthy Programmes Bachelor s Degree NQF Level 7 Minimum total credits: 360 Minimum credits at level 7: 120 Maximum total credits at level 5: 96 OR Bachelor s Degree NQF level 8 Minimumtotal credits: 480 Minimum credits at level 7: 120 Minimum total credits at level 8: 96 Maximum total credits at Level 5: 96

49 Preparing for Degree worthy Programmes Bachelor s Degree NQF Level 7 Minimum total credits: 360 Minimum credits at level 7: 120 Maximum total credits at level 5: 96 Qualification Descriptor for example: B Com (Human Resource Management) Progression Minimum entry for admission to Bachelors (honours) or Postgraduate Diploma

50 QUALIFICATION PATHWAYS Contextual Contextual/Conceptual Conceptual Emphasis Fusion Emphasis Labour Market Knowledge and Skill Requirements Vocational Professional General qualification qualification qualification HR Operators Accountant Academic, Researcher Practical knowledge Pure and applied Largely theoretical grounded in applied theory + practical progression of the theory experience discipline Induction Apprenticeship internship Mentorship Typical Qualification HC Accountancy B Bus Science B Com

51 Preparing for Degree worthy Programmes National and international bench marking Professional Board support Graduate=employer support Advisory Board Work with other Institutions wanting to offer the same programme Ensure that the qualification type and designator are appropriate p Ensure minimum entry into the programme is met Ensure that the total minimum credits for each NQF level of the programme is met

52 Preparing for Degree worthy Programmes Do not imbed programmes Have a clear indication of the purpose and characteristics of the qualification

53 Changes in the HEQF Should recognise various forms of W I L Level 5 and Level 6 exit qualifications should be offered elsewhere HEQF should introduce a 240 credit qualification diploma HEQF should introduce a 360 credit professional degree Advanced diploma to honours (Level 8) as well as PG Dip Professional Master s degree Professional Doctoral degree?

54 MBA Issue It is worth noting that the status of the MBA is in practice determined by its currency in the labour market rather than its formal status in terms of the HEQF. It is against this backdrop that the revised HEQF proposes that the MBA should be regarded as a postgraduate qualification equivalent to a postgraduate diploma. It most closely resembles the purpose, characteristics and admission requirements of the proposed postgraduate diplomaonthe on revised HEQF. Notwithstanding the close fit between the MBA and the postgraduate t diploma in the revised HEQF, the South African Business Schools Association have indicated in their submission to the CHE that the MBA should be treated as a special ilcase given its orientation i and its role and function in management education.

55 MBA Issue In terms of the HEQF, Q, the MBA is pegged pgg at the level of a Master s qualification But there is need to include a include a substantive research component (research component should be equal to 33% of the total number of credits). The entry requirements for master s degrees remain the same, namely an honours or postgraduate diploma. The MBA does not conform to this. The focus on work experience and selection tests has been argued makesup for the lower formal entrance requirements. There may well be merit in this argument, which requires further exploration.

56 Web Site goto HEQC heqc online submission i Hotseat e mail address: heqc@octoplus.co.za Hotseat phone number: (012)