Programme renewal & HEQF* Alignment at the University of Stellenbosch Programvernuwing en HEQF*-belyning aan die Universiteit van Stellenbosch 2009 - 2012.

Programme renewal & HEQF* Alignment

at the University of Stellenbosch

Programvernuwing en HEQF*-belyningaan die Universiteit van Stellenbosch

2009 - 2012

* Higher Education Qualifications Framework

Programme of Workshop

1. Purpose, Context , Rationale, Scope …..2. HEQF and Regulations ……………………….3. List of issues for policy clarification …..4. Tea/coffee …………………………………………5. Examples …………………………………………..6. Discussion …………………………………………

– Policy clarification– Format for proposals

7. Next steps

40 min40 min10 min20 min20 min60 min

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The issue

• Government has made new laws– Higher Education Qualifications Framework

(HEQF) – Government Gazette. 5 October 2007– National Qualifications Bill (NQF Bill – November

2008

• All higher education institutions must comply– New programmes as of 2009 – Existing programmes – date to be announced

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Purpose of the workshop

• Information• Consultation

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Bologna process in Europe• Another reason why some governments embraced Bologna was to

give cover for reforms they wanted anyway. – Shorter, more work-related degrees appealed to the Germans, keen

to stop students hanging on for years at taxpayers’ expense. – In France, changes to university financing have been called “Bologna”. – In Spain “Bologna” is the excuse for introducing fees for Masters

degrees. (The Economist, May 2009)• Many students now anathematise “Bologna” as a capitalist plot.

They plan protests in Leuven; already, students have taken to the streets in France, Italy, Spain and Greece. – The resemblance to the Anglo-American system, plus Bologna’s

emphasis on graduate employability, are big grievances. – Some academics fret that the secret aim is to privatise universities.

Bologna’s endorsement of more autonomy could lead (horrors!) to more freedom for universities in hiring, promotion and pay

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Context (a selection of issues relevant to programme renewal)

1. International and continental perspectives– globalisation, internationalisation and mobility, (joint

degrees), massification, technology, financial crisis, HE and development

2. National perspectivesa)inadequate contribution in meeting national

development needs especially in the provision of skills necessary for economic growth and in the alleviation of poverty

b)increase participation rate (17% to 20% by 2015)c)affordability of higher education

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National perspectives

d) low levels of efficiency and effectivenesse) qualityf) lack of a viable and sustainable pipeline for

the next generation of academicsg) HIV/AIDSh) social cohesion and the elimination of

discriminationi) a new statutory context for qualifications,

programmes, quality assurance

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Slide prepared by Lynda Murray, Head Academic Planning Office, Wits8

Slide prepared by Lynda Murray, Head Academic Planning Office, Wits University9

Strategies and goals of the University

• Strategic Framework (2000)– The University commits itself to an open, broad

process of self-scrutiny and self-renewal– “A university characterized by quality teaching,

by the constant renewal of teaching and learning programmes, and by the creation of effective opportunities for learning / study.”

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Strategies and goals of the University

• Vision 2012– Excellence

• Research output, staff expertise (doctorates & NRF ratings), success rates undergraduates, postgraduate enrolments and qualifications awarded

– Scholarly and scientific practice / Africa focus• Postgraduate students from other African countries

– Role playing• Innovation and community interaction

– Diversity• Staff, postgraduate students, 1st year students

– Afrikaans in a multi-lingual context

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Strategies and goals of the University• Pedagogy of Hope• Overarching Strategic Plan and SU 2015 targets

1. stabilise undergraduate numbers, grow postgraduate numbers

2. undergraduate : postgraduate from 66:34 to 60:40 3. black, coloured, Indian undergraduates from 24% to 34%4. success rate from 82% to 84%5. 55% undergraduates in student accommodation6. 33% of all students in student accommodation7. reduce time of completion for postgraduate students

50%8. increase black, coloured and Indian staff with 15%9. establish postgraduate office10. increase bursaries

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Succes rates1) of undergraduate students 2003-20152) according to race and year

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Student success• A comprehensive and systemic approach required• Role of academic support services

– wellness, mentors, counseling, study skills, etc• Crucial role of formal structures

– admission requirements– curriculum (contents, structure, work loads, etc)

• first year curriculum in particular– time table

• tests and exam time table in particular– student : lecturer ratio– facilities

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Approach to the achievement of the Stellenbosch 2015 targets

• A holistic, integrated and planned process• Teaching management plan• Project management principles• Use the HEQF alignment process (externally

enforced) also to achieve the institutional goals

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Program-vernuwing (en HEQF belyning)

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Programme renewal1. Relevance

– contribution to Millennium Development Goals*– contribution to high level skills needed for the

country’s development– responsiveness to the development needs of

country, region and continent– contribution to the fight against HIV/AIDS

* Stellenbosch University Quality Development Plan, available at www.sun.ac.za/inb ,click on “documentation”

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Request: Formulate a statement on the programme’s relevance and how it can possibly be enhanced through the alignment process

Programme renewal2. Quality

• develop “a consistent understanding of quality and its operationalisation at the different layers of the academic structures while giving due attention to… academic freedom and collegiality, necessary for the development of innovation and critique which are characteristic of academic life”(*Audit Report 2007)

* HEQC Audit Report on Stellenbosch University, available at www.sun.ac.za/inb, click on “documentation”** Quality Assurance at SU: Points of Departure and Framework, available at www.sun.ac.za/inb, click on “evaluation”

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Request: Give account of the notion(s) of quality** underpinning the programme including

• the programme committee’s views of the relation between quality and diversity

• the quality management of this programme

Quality as SU: Points of departure1. The endeavour for excellence is the driving force behind the development and maintenance of the

University’s quality assurance system. 2. The quality of the University staff’s is crucial.3. Quality and diversity are complementary.4. Evaluation is an important dimension of quality assurance, but not the only one.5. Self-evaluation forms the basis and first building block of the University’s quality assurance system.

This is applicable in both academic and support environments.6. External peer review (which includes an evaluation of the self-evaluation reports as well as an onsite

visit) is the second building block of the quality assurance system.7. The third building block is the mechanisms by which the results of the self- and external evaluation

processes are followed up.8. All role players in the quality assurance process are responsible for striving towards achieving a

balance between quality assurance, quality support, quality development and quality monitoring. 9. Quality assurance at the University forms an integral part of the normal and continuous activities of

each member of staff.10. The management of quality assurance forms an integral part of the normal and continuous

responsibilities of each manager (academic and support environments) at each level.11. The University endeavours to eliminate the duplication of evaluation and other quality assurance

activities as far as is possible.12. The University is committed to the maintenance of an effective institutional quality assurance

management system. 13. The member of the executive committee who is responsible for quality assurance continuously

monitors the impact of the quality assurance processes on the time and resources of the University to ensure that the value added by the processes justifies the impact on time and resources.

14. The University’s Quality Committee (QC) is responsible for making provision for conflict resolution mechanisms.Quality Assurance at SU: Points of Departure and Framework, available at www.sun.ac.za/inb, click on “evaluation”

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Quality and diversity are

complimentary

Programme renewal3. Responsible citizenship

– “assess the appropriateness and relevance of the programmes• in terms of the social, ethical, political, technical skills and

competencies• in the context of post-apartheid South Africa • in post-apartheid South Africa’s location in Africa and the world”

– consider “curriculum approaches that sensitise students to the place of and the issues surrounding SA on the African continent and in the world”*

• a common and compulsory module?* Report of the Ministerial Committee on discrimination avalable at www.sun.ac.za/in, click on “documentation”

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Request: Formulate a statement on the programme’s contribution to responsible citizenship an dhow it can possibly enhanced through the alignment process

Programme renewal4. First year curriculum

– different levels of student-preparedness– content knowledge aligned with NSC curriculum

statements– module structure and delivery mode– academic skills (including language skills)– foundation and extended programmes

Cf. Information on First Year Academy Committee available at www.sun.ac.za/ctl, click on “First Year Academy”

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Request: Explain and/or formulate new proposals for the programme’s 1st year curriculum to be introduced through the alignment process

Programme renewal5. Proposal for institutional module structure

– 128 credits per year– 64 credits per semester

• 4 X 16 credit modules per semester • 8 X 8 credit modules per semester• or a combination of 16 and 8 credit modules

• Rationale: STUDENT SUCCESS– fewer & bigger modules will have a major effect on the

exam time-table– comparable credit loads, comparable exam papers– module exchange between faculties

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Request: Consider the implementation of an institutional module structure as part of the alignment process

Programme renewal

6. The HEQF alignment process– approach– progress – time-line

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Request: Align programmes with the HEQF

SU approach to HEQF alignment process1. Ensure expertise in the University2. Share all information with all role players3. Participatory and iterative process4. Impact on academic time of staff5. Effective process and a new on-line system6. Realistic frameworks7. One comprehensive process (not piecemeal)8. Use process to achieve the University’s own

goals– not merely compliance

9. Academically substantiated24

www.sun.ac.za/inb

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Progress report: HEQF alignment• HEQF published in Govt Gazette - Oct 2007 (508 No 30353)• Meeting of SU programme coordinators - December 2007 • Memo to programme coordinators - 2 March 2008

– (planned for implementation in 2011)• Discussion document Academic Planning Committee - April

2008 • Communique from SAQA, DoE and CHE – Dec 2007 and July

2008• Meeting of SU programme coordinators – October 2008• Web-based programme information system for SU

developed –since Nov 2009• [SU Council decisions on OSP and 2015 targets– Feb 2009] • Meeting of SU programme coordinators (on HEQF aligment

at Wits University– May 2009 • Faculty workshops – June – July 2009

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Status report: HEQF mid 2009• Announcement of HEQF implementation date

awaited from Minister of Higher Education• Institutional policy clarification by Academic

Planning required• Web-based academic programme information

system – prototype: June 2009 (“as is” programme

information uploaded from SIS) – testing and piloting to commence in August 2009

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Timeline: Programme Renewal and HEQF alignment

Policy clarification: ABK ………………………………………………...................Pilot projects (online system) ……………………………………………………….Initial R&A* proposals by programme committees ……....................Policy decisions: ABK

……………………………………………………………………..Feedback from ABK on initial R&A proposals …………………………………Training (web-based system) …………………………………………………………Programme committees revise and finalise R&A proposals ………...PAK to consider R&A proposals ……………………………………………………..PAK feedback to faculties ……………………………………………………………..Faculty Boards to consider R&A proposals ……………………………………PAK/ABK to consider R&A proposals …………………………………………….PAK/ABK to consider Year Book changes for 2012 ………………………..Senate approval of programmes proposals …………………………………..Implementation of renewed and HEQF-aligned programmes ……...

* “R&A proposals” = “Renewal and Alignment proposals”

29 July 2009Aug - Sept 2009 June – Oct 2009 4 Nov 2009January 2010Jan – March 2010March – Oct 2010Nov 2010Nov-Dec 2010Feb 2011 May 2011May 2011June 2011January 2012

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The Higher Education Qualifications Framework

• The qualifications framework• The interim guidelines of the Department of

Higher Education & Training

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SU policy clarification required1. Requirements for the use of designators (“of Arts”, “of

Science” and “of Commerce” and others)2. The use of the 3+1 structure or the 4/4+ structure

(undergraduate)3. Actualisation and substantiation of credits4. Use of level 5 exclusively for foundation modules5. All (main stream) 1st year modules at level 66. Standardisation of modules7. Cap maximum of credits per academic year

(undergraduate)8. Institutional minimum for research component in

coursework Masters programmes9. Minimum time of enrolment 10. Definition of research

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Navorsing

• alle pogings om, aan die hand van duidelik geformuleerde probleme en deur die metodiese insameling en sistematiese verwerking van gegewens –1) insigte te verwerf

• waardeur die liggaam van wetenskaplike kennis uitgebrei kan word; en/of

• die toepassingsmoontlikhede van hierdie kennis te bevorder2) aktief betrokke te wees by die vind van oplossings

waarvoor wetenskaplike kennis nodig is in beide die Natuurwetenskappe en die Geestes- en Sosiale Wetenskappe

(Konsep-Navorsingsbeleid 2008)

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Research component of Hons or M• an independent and coherent component of activities in an honours or

master’s programme, • independent of any taught modules in the programme, • taking place under the supervision of a study leader, • in which it is expected of the student to successfully:

– do research, that is to gain insight by methodical collection and systematic processing of data on the basis of clearly formulated problems by means of which basic scientific knowledge can be expanded, or techniques and technology can be scientifically developed and improved, and possibilities for the application of knowledge can be scientifically exploited or improved,

– act in an autonomous, professional and ethical manner in the execution of the research,

– communicate the results of his/her research in an academic or professional manner, and

– produce an academically acceptable written report or dissertation about the activity.

• It must be a coherent component of activities to prevent any isolated activities – especially those not directly associated with the student’s clearly formulated problem or problems – from being regarded purely and simply as part of the research component.

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Provisional Format for initial renewal and alignment proposals

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Old qual /progr New qual /progr Notes

Name

Abbreviation

Type

Designator

1st qualifier

2nd qualifier

Exit level

Total credits

Credits per level and type

Total minimum duration

Total formal time

Total experiential time

Changes to admission

Changes to assessment

Is there a considerable change to:

Purpose

Outcomes

Field of study by 2nd order CESM

Mode of delivery

Site of delivery

Programme renewal

Relevance

Quality

Citizenship

First year curriculum

Standard module structure

Faculty

Dept

Example

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Initial renewal and alignment proposalsOld qualification /progr

New qualification /progr

Notes

Name Postgraduate Diploma in Translation

Postgraduate Diploma in Translation and Interpretation

 Name change necessary due to change in outcomes

Abbreviation PGD (Trans) PGD (Trans & Int)  Type Postgraduate

DiplomaPostgraduate Diploma

Designator - -  1st qualifier Translation Translation and

Interpretation 

2nd qualifier - -  Exit level 7 8  Total credits 120 128  Credits per level and type

30 @ 6, 90 @ 7 All at 8  

Total minimum duration

1 year 1.5 year  

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Total formal time 1 year 1.5 year Addition of interpretation module necessitates longer minimum time

Total experiential time

0 0

Changes to admission

Any B-degree plus admission test

Any B-degree which include a language at 1st year level plus admission degree

Changes to assessment

Assignments, no written exams

Assignments, plus one written exam

Is there a considerable change (which will require external approval) Purpose Expanded to include

specialisation in interpretation

Outcomes Additional outcomes in interpretation skills

Field of study by 2nd-order CESM

11 0104 Language Practice

Mode of delivery Contact Contact Site of delivery Stellenbosch Stellenbosch

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Programme renewal Relevance To train students as translators and/or interpreters and editors in at

least two of the following languages: Afrikaans, English, an African language, Important in a multilingual country. Contribute to development of smaller languages. Local government documents must be translated into regional languages.

Quality A diversity of students (different languages) contributes to the quality of class discussions because translation requires insights into cultural worlds. Diversity contributes to quality. Annual meeting with graduates of recent years and with representatives of NasPers to gather feedback.

Responsible citizenship Texts for group work include the translation of legal documents on human rights.

First year curriculum n/a Standard module structure

Programme complies with the standard SU module structure

Faculty Arts and Social Sciences Department Afrikaans and Dutch

Discussion: Policy clarification1. Requirements for the use of designators (“of Arts”,

“of Science” and “of Commerce” and others) at Stellenbosch University

– Cf. “generic standards” for BA, BSc, LLB, PhD available at www.sun.ac.za/inb, click on “HEQF alignment”

– What is required for “Sc”?– Faculty monopoly on designators?

2. Formative and professional UG programmes– Formative: Bachelor + Honours (3+1) --- Masters– Professional: 4y Bachelor --- Masters– Professional: 4+ years Bachelor ---- Masters

3. Actualisation and substantiation of credits37

Discussion: Policy clarification4. Use of level 5 exclusively for foundation modules5. All (main stream) 1st year modules at level 66. Standardisation of modules and credit loads

Undergraduate: • By default 16 credit modules (allow for a few 8 credit modules)• 128 minimum per annum• 384 credits minimum for 3 year degree• 512 credits minimum for 4 year degree

Postgraduate• 30 week year: 128 credits (all Hons and PG Diplomas)

– minimum 32 credits research (all Hons)• 45 week year: 192 credits (all Masters)

– minimum of 96 credits research

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Discussion: Policy clarification

7. Cap maximum credits per academic year at undergraduate level

8. Institutional minimum for research component in coursework Masters programmes – 50%

9. Minimum time of enrolment postgraduate programmes

– Full time: one academic year – Part time: 1.5 or more academic years

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Next steps

1. INB distributes minutes of workshop2. Comments on minutes + additional

proposals for policy decisions from programme committees via Dean submitted to INB

3. ABK considers policy proposals and give feedback to faculties

4. Initial R & A proposals submitted via Dean 5. ABK considers initial R & A proposals, takes

policy decisions, and gives feedback

a.s.a.p.15 July 2009

29 July 2009

16 Oct 2009

4 Nov 2009

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Enquiries: Division for Institutional Research and Planning (IRP)

Navrae: Afdeling Institusionele Navorsing en Beplanning (INB)

[email protected]: 021 808 3967

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