General & Further Education & Training Quality Assurance Council (Umalusi); Council on Higher Education (CHE); Education & Labou
Basic Education
07 November 2006
Meeting Summary
A summary of this committee meeting is not yet available.
Meeting report
EDUCATION PORTFOLIO COMMITTEE
7 November 2006
GENERAL & FURTHER EDUCATION & TRAINING QUALITY ASSURANCE COUNCIL
(UMALUSI); COUNCIL ON HIGHER EDUCATION (CHE); EDUCATION AND LABOUR RELATIONS
COUNCIL (ELRC); SOUTH AFRICAN QUALIFICATION AUTHORITY (SAQA) ANNUAL REPORTS
2005/6
Chairperson: Prof S Mayatula
(ANC)
Documents handed out
UMALUSI 2005/6
Annual Report presentation
CHE Annual Report
2005/6 presentation
ELRC Annual Report 2005/6
presentation
SAQA Annual Report
2005/6 presentation
UMALUSI Annual Report 2005/6 [available at www.umalusi.org.za]
CHE Annual Report 2005/6 [available at www.education.gov.za]
ELRC Annual Report 2005/6 [available later at www.elrc.co.za]
SAQA Annual Report 2005/6 [available at www.education.gov.za]
SUMMARY
The General and Further Education and Training Assurance Council (UMALUSI)
presented on its responsibilities; activities for the year under review;
expectations and the challenges it faced. Members asked what
was really determining the standard that was set for learners and why
UMALUSI did not appear to work together with public schools.
The Council on Higher Education (CHE) briefing dealt with performances for this
year and challenges facing the institution. They highlighted the launch of a
new Online Accreditation System which enabled higher institutions to initiate
and process requests for programme accreditation much faster and easier. The
biggest challenge was the limitation on public service to attract and retain
qualified professional staff. The South African Qualifications Authority (SAQA)
presentation outlined overall highlights, settings and developing standards,
quality assurance, national learner records database, research and communications
and challenges facing SAQA. There was no discussion by members on these two
briefings.
The Education and Labour Relations Council (ELRC) outlined service delivery,
dispute resolution, disputes in provinces,
negotiations, finances and challenges. The core function of the ELRC was
dispute resolution. Members asked about the resolution process, which seemed to
take a long time until the employee lost interest in the case. A question was
raised on the role of the ELRC in ensuring safety at school.
MINUTES
UMALUSI briefing
Dr Peliwe Lolwana (CEO:
UMALUSI) briefed the Committee on the responsibilities, activities and
expectations facing UMALUSI. She discussed the challenges that were faced by
UMALUSI. The responsibilities included ensuring continuous enhancement of
quality in the delivery and outcomes of the general education and further
education and training (GEFET) sectors of the national education and training
system. It also needed to regulate the relationship between
the Department of Education (the Department), the South African
Qualifications Authority, other Education and Training Qualification
Authorities (ETQAs), providers and the Council. She
explained that one of the most important activities this year was to invite
Ghana and Kenya examination bodies as observers of SA’s
standardisation process. It had also launched the website: www.umalusi.org.za.
The most crucial challenge was the expectations of UMALUSI influencing quality
in the public system, whilst the Act prescribed a minimal role, outside the
examination system, for UMALUSI. The Act and the roles given to UMALUSI tended
to militate against direct intervention in public provision. The smallness and
marginalisation of the sector of Adult Education, vocational education and
skills development were other challenges.
Discussion
Mr A Mpontshane (IFP) asked why they did not deal
with public schools and he asked for the formula used for standardisation. He
raised the concern about the quality of education of matriculants,
which led to universities having their own entrance exam.
Dr Lolwana replied that the Act was limiting the role
of UMALUSI in public services. To determine educational standards, UMALUSI
compared the progress of students in the previous year with the year under
review which involved a statistical process. Matriculants
gained good results with Higher Grade subjects but there were not enough
students taking Higher Grade. She stressed that throughout history universities
had always had an exam entrance test.
Mr R Ntuli (ANC) and Mr G Boinamo
(DA) asked what is the real standard.
Dr Lolwana reiterated that to determine the standard
of students, UMALUSI statistically compared how students had done in the previous year with the
year under review.
Ms S Sigcau (UDM) asked how did
UMALUSI plan to overcome ongoing challenges. How does an unqualified
teacher get a job in in the public service?
Dr Lolwana replied that UMALUSI had been
communicating with the Department of Education and they had been successful in
coming up with plans of dealing with challenges. They needed to question the
role of government in private schools because unqualified teachers were found
in those schools. Sometimes these teachers where foreigners,
who sometimes did not know the South African education curriculum.
Council on Higher Education (CHE) briefing
The CHE Chief Executive Officer, Dr Mala Singh,
outlined the responsibilities, activities, performances and challenges facing
the institution. She stated that the launch of a new Online Accreditation
System was the highlight of the year for CHE. The institution had completed the
data on disabled students in higher learning and produced the publication
called ‘Higher Education Monitor’ which discusses the impact of changing
funding sources of higher education institutions in South Africa.
CHE identified the following challenges:
- Maintain and reinforce its role as an independent statutory body.
- Strengthen its capacity to produce advice on higher education transformation
/ restructuring consolidation.
- Continue with implementation and refinement of Higher Education Quality
Control (HEQC) system and analyse information from accreditation, audits,
national reviews and the activities of promotion and capacity development.
- Further develop the monitoring function to facilitate the generation of
advice for the Minister of Education.
- Develop more programmatic and purposeful relationships with stakeholders and
government departments
- Generate research and stimulate public debate on key challenges facing higher
education
- Strengthen/develop communication and cooperation with different higher
education stakeholders.
There was no discussion on this input.
Education and Labour Relations Council (ELRC) briefing
Mr Mahalingum (Dhaya) Govender (CEO of ELRU) briefed the Committee on service
delivery, dispute resolution, disputes per province, negotiations and finances.
He said that the core function of ELRC was dispute resolution to promote labour
peace, prevent and resolve labour disputes and to conclude and enforce
collective agreements. With regard to disputes per province, he explained that
according to statistics provided, KwaZulu-Natal
topped the list of disputes followed by the Western Cape province.
Negotiations on the national collective agreements had been successfully
completed resulting in major changes in the lives of educators in the public
education sector through the process of negotiating.
With regard to its financial outlook, the balance sheet reflected that the
institution had managed to bring down its liabilities from R9 million to R7
million, furthermore cash and cash equivalents on hands had also decreased. The
income statement showed only a 1% improvement from the previous year. The total
levies collected amounted to R13.5 million as compared to R15.5 million the
previous year.
Even though ELRC had performed well, the critical challenge facing ELRC was
absenteeism of educators at school.
Discussion
Mr Boinamo asked why the resolution process took
such a long time with the result that the employee gave up on the case. What
was the role of ELRC in ensuring safety in school?
Mr Govender replied that the employee and employer
must attempt to solve the dispute before reporting to them because when it reached
arbitration and lawyers got involved, the process became more time consuming.
ELRC and Western Cape had been negotiating the issue of safety in schools and
there was a plan. If this plan succeeded it would be introduced to other
provinces.
Mr Ntuli asked about the complaint from teachers
saying they were working long hours because of Outcomes Based Education (OBE).
Mr Govender replied that they expected teachers to
work as professionals and not work during school hours only.
South African Qualifications Authority (SAQA) briefing
Mr Samuel Isaacs (CEO: SAQA) briefed the Committee on overall highlights,
settings and developing standards, quality assurance, national learner records
database, research and communications and challenges facing SAQA. Concerning
the overall highlights of the financial year under review - SAQA would be
funded entirely by the government and it had affirmed its important role in
steering and guiding NQF development and implementation.
With regard to the setting and development of standards, SAQA had generated and
registered unit standards and qualifications that were nationally recognized
and internationally comparable. It had registered standards and qualifications
that were responsive to the needs of the economy. Capacity building and human
resource development through the National skills development strategy and
Accelerated Shared Growth Initiative for South Africa (ASGISA) and the Joint
Initiative for Priority Skills Acquisition (JIPSA) was a successful ongoing
process.
Mr Isaacs explained that the primary challenges facing SAQA was the
finalization of the National Qualifications Framework (NQF) review.
The meeting was adjourned.
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