INCA Education around the world
South Africa : Assessment arrangements
- 6.1 First phase (pre-compulsory education, ages 0-5/6)
- 6.2 Second phase (compulsory primary education, ages 5/6-12)
- 6.3 Third phase (compulsory secondary education, ages 12-15)
- 6.4 Fourth phase (e.g. post-compulsory secondary education, ages 15-18)
The South African Qualifications Authority (SAQA) and the National Qualifications Framework (NQF)
The South African Qualifications Authority (SAQA) is a statutory body of 29 members appointed by the Ministers of Labour and Education. Through the National Qualifications Framework (NQF), SAQA aims to ensure that South African qualifications are of a high quality and internally comparable. The objectives of the NQF as outlined in the SAQA Act of 199540 are to:
- Create an integrated national framework for learning achievements.
- Facilitate access to, and mobility and progression within, education, training and career paths.
- Enhance the quality of education and training.
- Accelerate the redress of past unfair discrimination in education, training and employment opportunities.
- Contribute to the full personal development of each learner and the social and economic development of the nation at large.
The NQF is a set of principles and guidelines by which records of learner achievement are registered to enable national recognition of acquired skills and knowledge, thereby ensuring an integrated system that encourages life-long learning. The NQF also aims to move the measurement of achievement in education and training away from input and towards outcomes. 11
In 2001, a review of the NQF was undertaken. It aimed to enhance efficacy and efficiency and resulted in the publication of the National Qualifications Framework Bill 2008.28 The main features of the bill include:
- Providing a description of the NQF to help clarify its concept and organisation.
- Organising the NQF by sector (a general education and training sector, higher education sector and trade and occupation sector) instead of the previous organisation by band.
- Increasing the number of levels in the NQF from eight to 10 (as shown below).
- Providing clearer definitions of the roles of the quality assurance councils for general and further education and training, higher education and trades and occupations.
In addition, the role of SAQA has been redefined as a legal entity. 31 28 32
National Qualifications Framework| School Grade | NQF level | Band | Types of qualifications and certificates | |
| Higher Education and Training Qualifications | ||||
| 10 | Higher Education and Training (HET) | Doctoral Degrees and Further research degrees | ||
| 9 | Masters Degrees | |||
| 8 | Honours Degrees and Post-graduate diplomas | |||
| 7 | Bachelors Degrees, Higher Education Diplomas and Higher Education | |||
| 6 | ||||
| 5 | Certificates | |||
| Further Education and Training Certificate (FETC) | ||||
| 12 | 4 | Further Education and Training (FET) | Schools/colleges/NGOsTraining certificates, mix of units | |
| 11 | 3 | Schools/colleges/NGOs Training certificates, mix of units | ||
| 10 | 2 | Schools/colleges/NGOs Training certificates, mix of units | ||
| General Education and Training Certificate (GETC) | ||||
| 9 | 1 | General Education and Training (GET) | Senior Phase | Adult Basic Education and Training (ABET) 4 |
| 8 | ||||
| 7 | ||||
| 6 | Intermediate Phase | ABET 3 | ||
| 5 | ||||
| 4 | ||||
| 3 | Foundation Phase | ABET 2 | ||
| 2 | ||||
| 1 | ||||
| R | Pre-school | ABET 1 | ||
