How does the NQF description of a qualification impact on learning program development?

The NQF (National Qualifications Framework, in South Africa) is basically a hierarchal representation of education, and experience. We have level descriptors that indicate the severity of the program and then indicate at what level the intervention will be incorporated. It is seen as level4 is a grade12 senior certificate (school leaver), level6 is a National Diploma (3 years tertiary education,2 years theory and1 year practical) level7 is a first degree (3 years tertiary education at a recognized university), level8 is an honors degree or a BTech degree, level9 is a Master’s degree and level10 is a PhD.

Below is a description of level1 and level10, and it can be seen that the difference in the levels is of such that level2 grows on level1. If you look at “scope of knowledge”, you will find that a level1 learner will only be able to demonstrate general knowledge on a part of the field of study, and a level10 learner will be able to give in-depth knowledge on a subject and conceptualize new research, and do research himself to assist with the growth of the subject.

Level description of NQF level1

a. Scope of knowledge, in respect of which a learner is able to demonstrate a general knowledge of one or more areas or fields of study, in addition to the fundamental areas of study

b. Knowledge literacy, in respect of which a learner is able to demonstrate an understanding that knowledge in a particular field develops over a period of time through the efforts of a number of people and often through the synthesis of information from a variety of related sources and fields

c. Method and procedure, in respect of which a learner is able to demonstrate an ability to use key common tools and instruments, and a capacity to apply him/ herself to a well-defined task under direct supervision

d. Problem solving, in respect of which a learner is able to demonstrate an ability to recognise and solve problems within a familiar, well-defined context

e. Ethics and professional practice, in respect of which a learner is able to demonstrate an ability to identify and develop own personal values and ethics, and an ability to identify ethics applicable in a specific environment

f. Accessing, processing and managing information, in respect of which a learner is able to demonstrate an ability to recall, collect and organise given information clearly and accurately, sound listening and speaking (receptive and productive language use), reading and writing skills, and basic numeracy skills including an understanding of symbolic systems g. Producing and communicating information, in respect of which a learner is able to demonstrate an ability to report information clearly and accurately in spoken/ signed and written form

h. Context and systems, in respect of which a learner is able to demonstrate an understanding of the context within which he/she operates

i. Management of learning, in respect of which a learner is able to demonstrate an ability to sequence and schedule learning tasks, and an ability to access and use a range of learning resources

j. Accountability, in respect of which a learner is able to demonstrate an ability to work as part of a group

Level description of NQF level10

a. Scope of knowledge, in respect of which a learner is able to demonstrate: expertise and critical knowledge in an area at the forefront of the field, discipline or practice; and the ability to conceptualize new research initiatives, and create new knowledge or practice

b. Knowledge literacy, in respect of which a learner is able to demonstrate an ability to contribute to scholarly debates around theories of knowledge and processes of knowledge production in an area of study or practice

c. Method and procedure, in respect of which a learner is able to demonstrate an ability to develop new methods, techniques, processes, systems or technologies in original, creative and innovative ways appropriate to specialised and complex contexts

d. Problem solving, in respect of which a learner is able to demonstrate an ability to apply specialist knowledge and theory in critically reflexive, creative and novel ways to address complex practical and theoretical problems

e. Ethics and professional practice, in respect of which a learner is able to demonstrate an ability to identify, address and manage emerging ethical issues, and to advance processes of ethical decisionmaking, including monitoring and evaluation of the consequences of these decisions where appropriate

f. Accessing, processing and managing information, in respect of which a learner is able to demonstrate an ability to make independent judgements about managing incomplete or inconsistent information or data in an iterative process of analysis and synthesis, for the development of significant original insights into new complex and abstract ideas, information or issues

g. Producing and communicating information, in respect of which a learner is able to demonstrate an ability to produce substantial, independent, in-depth and publishable work which meets international standards, is considered to be new or innovative by peers, and makes a significant contribution to the discipline, field, or practice; and an ability to develop a communication strategy to disseminate and defend research, strategic and policy initiatives and their implementation to specialist and nonspecialist audiences using the full resources of an academic and professional or occupational discourse

h. Context and systems, in respect of which a learner is able to demonstrate: an understanding of theoretical underpinnings in the management of complex systems to achieve systemic change; and an ability to independently design, sustain and manage change within a system or systems

i. Management of learning, in respect of which a learner is able to demonstrate an ability to demonstrate intellectual independence, research leadership and management of research and research development in a discipline, field or practice

j. Accountability, in respect of which a learner is able to demonstrate an ability to operate independently and take full responsibility for his or her work, and where appropriate to lead, oversee and be held ultimately accountable for the overall governance of processes and systems

By understanding the NQF level descriptors, you can clearly see how the impact will be on the learners, and what level of employee to invite to certain interventions. E.g. you will not invite a CEO of a company to attend a level3 intervention on chemistry, and also not invite a pre-graduate to an advance strategic management seminar if the learner does not understand the basics of management.

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