Report on Alignment of the National Qualifications ...1.0 Context and Goals 1.1 Development History of the SADC Qualifications Framework 1.2 Introducing the SADC Qualifications Framework

A l i g n m e n t o f t h e N Q F w i t h S A D C Q F

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Report on Alignment of the National Qualifications Framework of the Republic of Mauritius to the SADC Qualifications Framework

15 April 2019


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CONTENTS

Acknowledgements

Authorisation

Executive Summary

Acronyms and abbreviations

List of Tables

List of Figures

Glossary of Terms

Chapter 1: Introduction and Background to Alignment with the SADCQF

1.0 Context and Goals

1.1 Development History of the SADC Qualifications Framework

1.2 Introducing the SADC Qualifications Framework

1.3 Implementation of the SADC Qualifications Framework

Chapter 2: The Education and Training System of the Republic of Mauritius

2.0 Overview of the Education and Training System of the Republic of Mauritius

2.1 The Mauritian Qualifications Framework (MQF)

2.1.1 Development History of the MQF

2.1.2 Structure of the MQF

2.1.3 Level Descriptors


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Chapter 3: The Process of Alignment in Mauritius

3.0 Methodological Approach

3.1 Setting up of the National Alignment Committee

3.2 Setting up of the Technical Working Group

3.3 Stakeholders Consultation

Chapter 4: Evidence of Alignment to the SADC Qualifications Framework

4.0 Criterion 1

4.1 Criterion 2

4.2 Criterion 3

4.3 Criterion 4

4.4 Criterion 5

4.5 Criterion 6

4.6 Criterion 7

4.7 Criterion 8

4.8 Criterion 9

4.9 Criterion 10

Chapter 5: Conclusion


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Appendices

Appendix I SADC Qualifications Framework Level Descriptors

Appendix II NQF Level Descriptors

Appendix III Self-Assessment Questionnaire

Appendix IV Comparison of Level Descriptors

Appendix V Members of the National Alignment Committee

Appendix VI Members of the Technical Working Group


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Acknowledgements

This report depicts the efforts of the Mauritius Qualifications Authority (MQA) and its

National Alignment Committee to evidence the alignment of the Mauritian National

Qualifications Framework (NQF) to the Southern African Development Community

Qualifications Framework (SADCQF).

Throughout the alignment process, the dedication and contribution of members of the

Alignment Committee and the staff of the MQA was highly commended. A special mention

to Mr Vijay Ramchurn, Manager, Framework Services who coordinated all the activities of

the alignment process and Mr Ramsamy Nookadee, Accreditation Officer, Framework

Services who was instrumental in the drafting of the report.

Also acknowledged are the expert views provided by the Technical Committee of the MQA

Board under the chairmanship of Prof. Sid Nair and guidance on the alignment process

provided by Mr Vega Mooten, Ag Deputy Director & Registrar of MQA.

Moreover, the MQA appreciates the assistance and guidance provided by the SADC

Technical Committee on Certification and Accreditation (TCCA) and the South African

Qualifications Authority (SAQA) team, under the leadership of Mr Joe Samuels, during the

alignment process.

The Authority finally places on record the commitment and collaboration of all key

stakeholders who provided key inputs to finalise the report.


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Authorisation

This report is the official statement that the National Qualifications Framework (NQF) of

Mauritius is aligned to the Southern African Development Community Qualifications

Framework (SADCQF). The report has been endorsed by the National Alignment

Committee and key stakeholders in Mauritius.

The alignment process has been conducted by the Mauritius Qualifications Authority under

the guidance of the National Alignment Committee which comprises representatives from

the:

(i) Ministry of Education and Human Resources, Tertiary Education and Scientific Research

(ii) Ministry of Foreign Affairs, Regional Integration and International Trade

(iii) Mauritius SADC Focal Point

(iv) Mauritius Qualifications Authority (MQA)

(v) Tertiary Education Commission (TEC)

The MQA also provided secretariat support to the National Alignment Committee.

The National Alignment Committee and the Mauritius Qualifications Authority declare

that all the criteria have been met and authorise Mr Robin Phoolchund to sign off on the

report.

---------------------------------------------

Robin Phoolchund

Director

Mauritius Qualifications Authority


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Executive Summary

The Mauritius Qualifications Authority having the mandate to develop, implement and

maintain the National Qualifications Framework of Mauritius agreed to align same with the

Southern African Development Community Qualifications Framework with a view to

enhance the recognition and portability of local qualifications. The alignment exercise was

undertaken jointly by the Authority and the National Alignment Committee set up to

oversee the exercise. The exercise was guided by the methodology recommended by the

SADC Technical Committee on Certification and Accreditation (TCCA).

The report is primarily based on the guidelines formulated by the SADC TCCA and deals with

the extent of alignment of the National Qualifications Framework with the criteria

established by the SADC TCCA and the level-to-level comparison between the NQF and the

SADCQF. Consultations were conducted with relevant stakeholders to validate the

comparison undertaken and different sections of the draft Alignment Report.

At the core of the report are the description of the Education and Training System of

Mauritius, the Alignment of the National Qualifications Framework and most importantly

the evidence of alignment to the ten alignment criteria of the SADCQF. The evidence set out

in this report provides sufficient justification for the good matches between the levels of

the two frameworks. It also provides justification for compliance of the NQF with the

alignment criteria.


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Acronyms and abbreviations

Abbreviation Meaning

CPE Certificate of Primary Education

ECCEA Early Childhood Care and Education Authority

HSC Higher School Certificate

ISCED International Standard Classification of Education

IVTB Industrial and Vocational Training Board

MES Mauritius Examinations Syndicate

MIE Mauritius Institute of Education

MIH Mauritius Institute of Health

MITD Mauritius Institute of Training and Development

NAC National Alignment Committee

NCE National Certificate of Education

NGO Non-Governmental Organisation

NQF National Qualifications Framework

NQS National Qualifications System

PSAC Primary School Achievement Certificate

PSEA Private Secondary Education Authority

RISDP Regional Indicative Strategic Development Plan

RPL Recognition of Prior Learning

RQF Regional Qualifications Framework

SADC Southern African Development Community


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SADCQF Southern African Development Community Qualifications

Framework

SAQA South African Qualifications Authority

SC School Certificate

SQA Scottish Qualifications Authority

TCCA Technical Committee on Certification and Accreditation

TCCA EXCO Technical Committee on Accreditation and Certification Executive

Committee

TEC Tertiary Education Commission

TVET Technical and Vocational Education and Training

List of Tables

Table 1: Composition of the National Alignment Committee

Table 2: Composition of the Technical Working Group

Table 3: Structural comparison of the qualifications frameworks

Table 4: Conceptual comparison of the qualifications frameworks

Table 5: Mapping of levels of both qualifications frameworks

Table 6: Summary of the Outcome of the Alignment process

List of Figures

Figure 1: the SADC Qualifications Framework

Figure 2: SADCQF implementation model

Figure 3: The National Qualifications Framework

Figure 4: The SADCQF Alignment Process


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Glossary of Terms

Term Definition

Accreditation of a

training

programme

A process of quality assurance through which accredited status is granted

to a programme of education or training, showing it has been approved

by the relevant legislative or professional authorities by having met

predetermined standards (CEDEFOP 2008).

Apprenticeship Systematic, long-term training alternating periods at the workplace and

in an educational institution or training centre. The apprentice is

contractually linked to the employer and receives remuneration (wage or

allowance). The employer assumes responsibility for providing the

trainee with training leading to a specific occupation (CEDEFOP 2004).

Comparability of

Qualifications

This is determined for the purpose of pegging qualifications to a

qualifications framework based on a wide range of criteria including

purpose, specifications and characteristics of the qualification, high level

learning outcomes in relation to level descriptors, credits, and quality

assurance arrangements (SADC 2011).

Credit A value assigned to a unit standard or a qualification that

represents the notional learning time required to meet the

performance requirements of the unit standard or qualification.

Informal learning Forms of learning that are intentional or deliberate but are not

institutionalised. They are less organised and structured than either

formal or non-formal education. Informal learning may include learning

activities that occur in the family, in the work place, in the local

community and in daily life, on a self-directed, family-directed or socially-

directed basis (UNESCO UIS 2011).

Learning Outcome Statement of what a learner knows, understands and is able to do on

completion of a learning process.


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Level descriptors Set of statements that describe the levels of a qualification framework in

terms of progressive stages of achievement and complexity (SADC 2011).

Non-formal

learning

Learning which is embedded in planned activities not explicitly

designated as learning (in terms of learning objectives, learning time or

learning support). Non-formal learning is intentional from the learner’s

point of view (CEDEFOP 2008, Europe).

Qualification The formal recognition of the achievement of the required number

and range of credits and other requirements at specific levels as

determined by the awarding body.

Qualifications

Framework

A system for classification, publication and articulation of quality

assured qualifications according to a set of criteria (UNESCO, 2017).

Quality Assurance Formal evaluation, monitoring and auditing processes to confirm

that systems and processes are in place to ensure that

educational/training provision meets the stated standards.

Recognition of

Prior Learning The acknowledgement through evaluation of a person’s skills and

knowledge acquired through previous training, work or life

experience, which may be used to grant credit in one or more-unit

standard/s of a qualification.

Recognition of

Qualification

A formal acknowledgment as defined and given by the competent

recognition authorities of the value of a qualification.

Unit Standard A registered statement of the learning outcomes, the type and

quality of evidence that represents performance worthy of the

award of credits, and the contexts in which that evidence should be

demonstrated.


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Part I

Introduction and Background to Alignment with SADC Qualifications Framework


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1.0 Context and Goals

The Southern African Development Community (SADC) consists of 16 Member States

namely Republic of Angola, Botswana, Union of the Comoros, Democratic Republic of

Congo (DRC), Kingdom of Eswatini, Kingdom of Lesotho, Madagascar, Malawi, Republic of

Mauritius, Mozambique, Namibia, Seychelles, Republic of South Africa, United Republic of

Tanzania, Zambia and Zimbabwe. The three main SADC languages are English, French and

Portuguese.

The main objectives of SADC are to achieve development, peace and security, and economic

growth, to alleviate poverty, enhance the standard and quality of life of the peoples of

Southern Africa, and support the socially disadvantaged through regional integration, built

on democratic principles and equitable and sustainable development.

The main goal of SADC’s integration agenda in human resource development is to increase

the availability of educated and highly skilled personnel through comparable standards in

education and training systems of Members. The achievement of this goal is hampered by

several challenges which, inter-alia, includes limited access to secondary and higher/tertiary

education and training thus creating a mismatch between supply and demand for skilled

labour. Furthermore, a lack of comparable standards and qualifications across training

institutions and countries limits the mobility of students, teachers and trainers. These

challenges have been acknowledged at both national and regional level.

At regional level, the SADC Policy and Strategic Frameworks are the Regional Indicative

Strategic Development Plan (RISDP) 2005-2010 and the Protocol on Education and Training

(signed in 1997 and entered into force in 2000). These documents identified development

and harmonisation of qualification and accreditation systems and frameworks as a key

strategy for addressing the lack of comparable standards and qualifications across the

region. As more and more countries and regions across the world develop qualifications

frameworks to improve harmonisation of education and training systems and comparability

of qualifications, it is becoming increasingly evident that Africa had to embark on this

harmonisation process.


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At present more than twenty African countries are actively engaged in qualifications

framework development, including all SADC member states.

1.1 Development History

The SADC region has not remained mute on the possibility of a Regional Qualifications

Framework (RQF). As early as 1997, when the SADC Protocol on Education and Training was

signed, the idea of a SADC RQF became embedded in a host of regional policy directives and

strategies. In 2000, a SADC Technical Committee on Certification and Accreditation (TCCA)

was established, comprising nominated qualifications and quality assurance experts from

Member States and with support from the SADC Secretariat. The purpose of the TCCA is "to

develop and recommend policy guidelines, instruments, structures and procedures that

would facilitate equating, harmonising and eventual standardisation of accreditation and

certification of qualifications in SADC".

In 2001, SADC Ministers of Education endorsed a Strategic Plan put forward by the TCCA to

facilitate the development, implementation and harmonisation of National Qualifications

Frameworks (NQFs) and review and strengthen national assessment and accreditation

systems. This was followed by a review of the existing qualifications (in SADC member

states) in 2010. One of the recommendations included the need for the development of level

descriptors for a SADC Regional Qualifications Framework (RQF). In 2011, Ministers

responsible for Education and Training approved the SADC RQF.

The SADC Regional Qualifications Framework (now referred to as the SADC Qualifications

Framework) is a reference framework consisting of ten levels, a qualifications portal and

quality assurance guidelines. It is a regional mechanism for comparability and recognition of

full qualifications, credit transfers, creation of regional standards and facilitation of quality

assurance at regional level. It consists of a set of agreed principles to promote comparability

and a common understanding of qualifications, credits and quality assurance across borders

in the SADC region. The implementation of the SADCQF will play a key role in the

implementation of the Addis Convention adopted in 2014 on the recognition of higher

education qualifications across the African continent.


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Since its establishment in 2011, the RQF has not been operationalised and the TCCA, as the

SADC Advisory body on RQF, had not met due to inadequate resources (both human and

financial) to facilitate its implementation.

The approval of the SADC Revised RISDP 2015-2020 and SADC Industrialisation Strategy 2015-

2020 (approved in 2015) and recent developments at continental and international level

necessitates full implementation of the SADCQF as an urgent priority. The SADCQF will

facilitate mobility of learners and workers in the region, to realize its socio-economic

objectives including equipping the predominantly youthful labour force with relevant skills

and expertise, and poverty alleviation.

On 20 September 2016, the SADC Technical Committee on Certification and Accreditation

(TCCA) met in South Africa and made a commitment to restart the SADCQF to give effect to

the Ministers' decision to implement the SADCQF.

1.2 Introduction the SADC Qualifications Framework

The SADC Regional Qualifications Framework (now referred to as the SADC Qualifications

Framework) is a reference framework consisting of ten levels, a qualifications portal and

quality assurance guidelines. It is a regional mechanism for comparability and recognition of

full qualifications, credit transfers, creation of regional standards and facilitation of quality

assurance at regional level.

The main purpose of the SADCQF includes:

Providing a mechanism for comparability and recognition of qualifications in SADC,

o Facilitating mutual recognition of qualifications in all Member States,

o Harmonising qualifications wherever possible,

o Promoting the transfer of credits within and among Member States and

even beyond, and

o Creating SADC regional standards where appropriate.


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It consists of a set of agreed principles to promote comparability and a common

understanding of qualifications, credits and quality assurance across borders in the SADC

region.

The scope of the SADCQF includes all forms, levels and categories of education and training

that exist in all Member States of the SADC. This includes provision by public and private

sectors and Non-Governmental Organisations (NGOs). The main principle is one of

inclusiveness to encompass all areas of general education, technical and vocational

education and training (TVET), higher education, lifelong and out-of-school or non-formal

education, including but not limited to various modes of learning such as face-to-face,

distance and online learning. Apprenticeships and Industry-based training are also taken on

board.

The following model was agreed by the TCCA to represent the SADCQF:-

Figure 1: the SADC Qualifications Framework

Note: The Kingdom of Swaziland is now called ‘Kingdom of Eswatini’. The Union of the Comoros became

a full member of the SADC in August 2018.


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1.3 Implementation of the Framework

In order to ensure consistency in the way Member States align their National Qualifications

Framework (NQF) and National Qualifications System (NQS) to the SADCQF, an

implementation model (Figure 2) was adopted by the TCCA.

Implementation rests on three key alignment areas that will build trust in SADC

qualifications namely:

Development and alignment of NQF/ NQS: Member States will implement the

SADCQF by ensuring the development and alignment of their NQF or NQS with the

SADCQF;

Quality Assurance (QA): Member States will further develop their QA systems and

ensure that their QA systems are consistent with the SADC QA guidelines; and

Verification: Member States will verify qualifications obtained in their national

systems and have processes for recognising foreign qualifications.

FIGURE 2: SADCQF IMPLEMENTATION MODEL

Note: The Kingdom of Swaziland is now called ‘Eswatini’. The Union of the Comoros became a full

member of the SADC in August 2018.

Angola

Botswana

DRC

Lesotho

Madagascar

Malawi

Mauritius

Mozambique

Namibia

South Africa

Seychelles

Swaziland

Tanzania

Zambia

Zimbabwe

Mem

ber States

1

9

8

7

6

5

2

3

4

10

SADCQF


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The TCCA also agreed on a set of criteria and procedures to guide the process of alignment to

support member states to ensure that the alignment process is understood and trusted by

stakeholders in the countries involved. By using these criteria, the information and documentation

will be relevant, transparent and can be compared between different member states. Below are

listed the ten alignment criteria formulated to support the implementation of the SADCQF:

Ten SADCQF Alignment Criteria

1. Responsibilities of relevant national bodies involved in the alignment process are determined and published by the relevant competent authorities;

2. There is a clear and demonstrable link between qualification levels in the NQF/ National Qualifications System (NQS) and level descriptors of the SADCQF;

3. The NQF/ NQS is based on learning outcomes and links to non-formal and informal learning and credit systems (where these exist);

4. Procedures for including qualifications in the NQF or describing the place of qualifications in the NQS are transparent;

5. The National Quality Assurance System for education and training refers to the NQF or NQS and is consistent with quality assurance guidelines of the SADCQF;

6. There is a clear indication of the relevant national authorities responsible for the verification of the qualifications obtained in the national system;

7. The alignment process shall include a stated agreement of relevant quality assurance bodies;

8. Competent national bodies shall certify the alignment of the NQF/NQS with the SADCQF. A comprehensive report on alignment and its evidence must be published by competent national bodies;

9. The official platform of the SADCQF must maintain a public listing of member countries that have completed the alignment process; and

10. In the SADC region, all new qualification certificates, diplomas and other documents issued by competent authorities must contain the relevant SADCQF level.


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Chapter 2

The Education and Training System of Mauritius


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2.0 Overview of the Education and Training System of Mauritius

The legal framework for education in the Republic of Mauritius is provided by laws and

regulations that date back to 1957 with the Education Act. This Act still governs the

Education sector following subsequent amendments made to cater for the changing

education and training landscape. The apex body driving the sector is the Ministry of

Education and Human Resources, Tertiary Education and Scientific Research and several

parastatal bodies operate under its aegis. The education sector is subdivided into the

following levels

Pre-primary Education

Primary/Secondary Education

Technical and Vocational Education and Training (TVET)

Tertiary Education

Pre-primary Education (ISCED 0)

Preschool education includes children aged between 0 and 5 years, until their enrolment in

school. Education meant for the age bracket 0-3 years is regulated by the Ministry of Gender

Equality, Child Development and Family Welfare while provision for the age bracket 3-5 years

is regulated by the Early Childhood Care and Education Authority (ECCEA), a parastatal body

operating under the aegis of the Ministry of Education and Human Resources, Tertiary

Education and Scientific Research which promotes and provides pre-school education and

services in the Republic of Mauritius. This level of education is not sanctioned by any

qualification.

Primary and Secondary Education (ISCED 1, 2 and 3)

In view of its legacy from the British education system, Mauritius had until recently a 6-5-2

educational structure at General Education i.e. six years of compulsory primary schooling

from Standard I to Standard VI leading to the qualification ‘Certificate of Primary Education’

(CPE) (now Primary School Achievement Certificate (PSAC)).


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This was followed by five years of compulsory secondary education from Form I to Form V

leading to the qualification Cambridge School Certificate (SC) and a further two years at

secondary level ending with the qualification Cambridge Higher School Certificate (HSC).

In 2017, this sector underwent major structural reform through the implementation of the

Nine Year Continuous Basic Education by the Ministry of Education and Human Resources,

Tertiary Education and Scientific Research. The reform is geared towards the achievement

of Goal 4 of the UN Sustainable Development Goals promoting inclusive education together

with much emphasis on outcome-based education and assessment as well as laying the

foundation for alternative learning and qualification pathways. As such, the reform is

promoting a new education structure with the following stages:

Early Childhood Care and Education - duration 2 years (ages 3-4 years)

Basic Education - duration 9 years (ages 5-14 years)

Post Basic Education (TVET) / Upper Secondary Education - duration 4 years (ages 14-

18 years)

Post-Secondary and Higher Education: duration at least two years (above 18 years)

The Basic Education stage comprises two levels. Level 1 corresponds to the first six years of

compulsory primary schooling while the remaining three years (Level 2) correspond to

compulsory lower secondary education. This stage is sanctioned by two qualifications

namely the Primary School Achievement Certificate (PSAC) (ISCED 1) after completing the

first six years and the National Certificate of Education (NCE) (ISCED 2) after completing the

remaining 3 years.

The Upper Secondary Education Stage is completed in two phases. The first two years is

sanctioned by the qualification Cambridge School Certificate (SC) (ISCED Level 3) and upon

successful completion of the remaining two years, learners are awarded the Cambridge

Higher School Certificate (HSC) (ISCED Level 3)

The Basic and Upper Secondary Education sectors are regulated by the Ministry of Education

and Human Resources, Tertiary Education and Scientific Research and the Private Secondary

Education Authority (PSEA), a parastatal body operating under the aegis of the said Ministry

which regulates provision of private secondary education.


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Assessments at this stage are administered by the Mauritius Examinations Syndicate (MES),

another parastatal body operating under the same Ministry, which has the responsibility to

plan, devise and administer national assessment and examinations. It also awards the

qualifications PSAC and the NCE.

Technical and Vocational Education and Training (ISCED 1, 2,3 and 4)

Technical and Vocational Education and Training (TVET) has a critical role as part of the

Mauritian education and training system to cater for the labour market needs in skilled

manpower. It also provides an alternative learning pathway for learners who do not wish to

pursue through the academic pathway, and for those wishing to progress to a more

advanced skills level.

Programmes at TVET level range from certificates to diplomas and are provided by both

public and private training institutions. The TVET sector is regulated by the Mauritius

Qualifications Authority (MQA) which also has the responsibility to develop implement and

maintain the National Qualifications Framework of Mauritius. The MQA registers training

institutions and accredits training programmes prior to delivery. The MQA collaborates with

the industry and other relevant stakeholders to develop National Qualifications in various

fields and these are benchmarked at different levels of the National Qualifications

Framework (NQF). The qualifications are awarded by nationally recognised awarding bodies

and offered by registered training institutions. Those awarding bodies include the Mauritius

Institute of Training and Development (MITD), the Mauritius Institute of Health (MIH) and

the Mauritius Institute of Education (MIE).

The main awarding body and training provider in the sector is the MITD, which is a public

training institution operating under the purview of the Ministry of Education and Human

Resources, Tertiary Education and Scientific Research. It offers training programmes

ranging from National Certificates to National Diplomas pitched at Level 1 to Level 6 of the

NQF and in various fields.

The Ministry of Education and Human Resources, Tertiary Education and Scientific Research

recently established three polytechnics to provide high end technical skills in the fields of

Information Technology, Nursing and Tourism and Hospitality.


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One of them is offering National Diploma in Nursing while the other two are presently

offering foreign qualifications.

Tertiary Education (ISCED 5,6,7 and 8)

Tertiary education in Mauritius is characterised by a number of public and private

institutions.

Within the public sector, besides the University of Mauritius , tertiary education revolves

around the University of Technology, Mauritius (UTM), the Open University of Mauritius

(OUM), previously known as the Mauritius College of the Air, the University des

Mascareignes (a merger of two former polytechnics, namely the Swami Dayanand Institute

of Management and the Institut Supérieur de Technologie), the Mauritius Institute of

Education, the Fashion and Design Institute (FDI), the Mahatma Gandhi Institute (MGI) and

the Rabindranath Tagore Institute (RTI). Overseeing these seven tertiary education

institutions (TEIs) is the Tertiary Education Commission (TEC) which, inter alia, has

responsibility for allocating public funds and fostering, planning and coordinating the

development of post-secondary education and training. The TEC also regulates the provision

made by private TEIs which offer mostly foreign qualifications. The qualifications in this

sector range from Certificates and Diplomas to Degrees, Post-Graduate qualifications and

Doctorates.

2.1 The National Qualifications Framework

A Qualifications Framework is an instrument for the development and classification of

qualifications (at national or sectoral level) according to a set of criteria (e.g. using level

descriptors) applicable to specified levels of learning outcomes. As such, the National

Qualifications Framework of Mauritius can be considered as the instrument for the

development and classification of qualifications in Mauritius according to criteria using level

descriptors applicable to specified levels of learning outcomes.


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2.1.1 Development History

The NQF was established in year 2001 in a context where there was a need to put order in a

jungle of qualifications with no consistency in titles and where it was difficult to gauge the

value of a qualification. With the increasing number of qualifications in the TVET sector, this

added to the confusion already prevailing.

Moreso, it was a challenge to articulate the TVET qualifications with the academic

qualifications for comparability and access to further education. It was in this context that

the former Industrial and Vocational Training Board, which was also the regulator of the

TVET in Mauritius, commissioned the Scottish Qualifications Authority (SQA) to undertake a

feasibility study regarding the implementation of a NQF as the preferred option for

Mauritius. The SQA carried out the study and made a set of recommendations and proposals

for the establishment of an NQF that is benchmarked against established regional and

international qualifications frameworks. Those proposals were considered by the Industrial

and Vocational Training Board (IVTB) and the then Ministry of Environment, Human

Resource Development and Employment in 1999. In year 2000, the Ministry of Training, Skills

Development and Productivity reactivated the initiative and this led to the establishment of

the NQF through the enactment of the Mauritius Qualifications Authority Act 2001. The

Mauritius Qualifications Authority (MQA) was thus established as a corporate body under

the said Act and vested with the responsibility to develop, implement and maintain the NQF.

2.1.2 Structure of the NQF

The NQF of Mauritius is depicted by a tracked structure but comprehensive in nature in view

of the specific characteristics of the education sub-sectors namely Primary/Secondary

Education, TVET and Tertiary Education. It is a ten-level framework where each level is

defined by a set of descriptors expressed in terms of broad learning outcomes. The learning

outcomes are categorized under two domains namely Learning Demand and Processes.

The NQF includes examples of the main qualification types in Mauritius. These qualifications

cover those achieved as an outcome of compulsory basic education; within the vocational


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stream; as well as within Tertiary Education. Figure 3 illustrates the different segments of

the framework and qualification types therein.

Figure 3: The National Qualifications Framework

Qualifications in the Primary/Secondary strand range from Level 1 to Level 5 on the NQF

while qualifications within the TVET strand starts at Level 1 and are available up to Level 6

on the NQF. Within the Tertiary segment, the qualifications range from Level 5 to Level 10

on the framework.

2.1.3 Level Descriptors of the NQF

Qualification levels on the National Qualifications Framework are specified through the

Level Descriptors. These descriptors stipulate what the learner will be able to do and the

nature of the processes that the learners are able to carry out and they are expressed under

two domains: Learning Demand and Processes.

LEVEL PRIMARY / SECONDARY EDUCATION

TVET / WORKPLACE

TERTIARY EDUCATION LEVEL

10 Doctorate 10

9 Masters Degrees e.g. MA, MSc, M PhilPost-Graduate Certificate,

Post-Graduate Diploma

9

8 Bachelor Degree with Honours 8

7 Bachelor (Ordinary Degree) 7

6 National Diploma Level 6 Diploma 6

5 HSC / GCE ‘A’ Level /BAC / IBAC/ HSC

ProfessionalNational Certificate Level 5

Certificate 5

4 National Certificate Level 4 4

3 SC / GCE ‘O’ Level National Certificate Level 3 3

2 National Certificate of Education (NCE)

National Certificate Level 2 2

1 Primary School Achievement Certificate

(PSAC)

National Certificate Level 1 1

THE NATIONAL QUALIFICATIONS FRAMEWORKMAURITIUS QUALIFICATIONS AUTHORITY


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Learning Demand describes the knowledge and skill requirements at specific levels of

learning while Processes pertain to the application of the knowledge and skills to complete

tasks in specific contexts at that level. These processes involve problem-solving through the

application of appropriate knowledge and skills and require the application of judgement

together with the level of responsibility, autonomy and accountability.

As such, the level descriptors reflect the relative depth and complexity of learning to be

attained from a qualification, and cover the academic, vocational and professional aspects

of the learning. Learning outcomes appearing at lower levels are assumed to have been

subsumed at higher levels even if they are not repeated.


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Chapter 3

Process of Alignment in Mauritius


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3.0 Methodological Approach

Following the enlistment of Mauritius in April 2017 to pilot the alignment of its NQF with the

SADCQF, the MQA, having the mandate to develop, implement and maintain the NQF,

initiated the process as per the guidelines established by the TCCA.

According to those guidelines, any member state wishing to align its NQF with the SADCQF

should follow the nine overarching steps illustrated in the flowchart below.

Member State

1. Agrees to implement the SADCQF

2. Establishes National Alignment Committee (NAC)

3. NAC conducts alignment self-assessment

4. Writes alignment report

5. Submits alignment report to TCCA Sub-Committee (TCCASC)

6. TCCASC scrutinises alignment report

Report not suitable for submission-Returned to

NAC for further

refinement7. Report suitable:

recommended to TCCA

8. TCCA approves

report

9. Report published on SADCQF official

platform

TCCA rejects report

Figure 4: The SADC QF Alignment Process

Step 1: The Member State agrees to implement the SADCQF;

Step 2: The Member State establishes a National Alignment Committee (NAC);

Step 3: The NAC then conducts the self-assessment exercise;

Step 4: The NAC compiles and finalises the evidence-based alignment report;

Step 5: The NAC submits the final report to the TCCA Sub-Committee (TCCASC);

Step 6: The TCCASC scrutinises the alignment report;

Step 7: If the TCCASC, after scrutiny, finds that:

• The report is suitable, the TCCASC will recommend the report to the TCCA;


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• The report is not suitable, the TCCASC will return the report to the NAC for further refinement;

Step 8: The TCCA makes a decision about the report:

• The TCCA approves the report if it is satisfied with the contents and submits for publication on the SADCQF official platform;

• The TCCA rejects the report if it is not satisfied with the contents and returns the report to the NAC for further refinement;

Step 9: The report is published on the SADCQF official platform.

Likewise, the MQA started the alignment exercise by proceeding through the steps

highlighted above.

3.1 Setting up of the National Alignment Committee

The MQA Management makes recommendations to its Board for approval regarding any

matter pertaining to policy and strategic issues. As such the MQA Board was informed about

the exercise to align the NQF with the SADCQF and its implications. Pivotal to the alignment

exercise was the setting up of a National Alignment Committee as recommended at Step 2.

The Board thus considered and agreed to a proposal made for the setting up of an Alignment

Committee together with its Terms of Reference with the following composition.

Table 1: Composition of the Alignment Committee

SN Organisation Members

1 Mauritius Qualifications Authority Director (Chairperson), Deputy Director & Registrar, Manager, Framework Services, Accreditation Officer(Secretary)

2 Tertiary Education Commission Executive Director

3 Ministry of Education and Human Resources, Tertiary Education and Scientific Research

Permanent Secretary, Representative of International Affairs, Directors for Primary, Secondary, TVET and Tertiary Education, Chairperson of the National Equivalence Committee

4 Ministry of Foreign Affairs, Regional Integration and International Trade

Representative

5 Mauritius SADC National Focal Point Representative


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The Terms of Reference of the Alignment Committee are to:

Drive and monitor the process of alignment of the NQF with the SADCQF;

Agree on the methodologies to be employed to proceed with the alignment process;

Consider the resource implications for the alignment work;

Advise on the setting up of Technical Expert Group, where applicable;

Oversee the consultation in the process;

Endorse the findings of the consultation process and the Technical Expert Group as

applicable;

Oversee the drafting of the Alignment report;

Finalise the Alignment Report for onwards submission to the TCCA EXCO.

3.2 Setting up of the Technical Working Group

In view of the technical nature of the alignment exercise and the tasks involved, the Board

also agreed to the setting up of a Technical Working Group comprising people conversant

with NQF matters to provide technical assistance to the main Alignment Committee. The

composition and terms of reference of the group were as follows:

SN Organisation Members

1 Mauritius Qualifications Authority Director, Manager Framework Services, Accreditation Officers

2 Tertiary Education Commission Director

3 University of Mauritius Representative

4 University of Technology, Mauritius Representative

5 National Equivalence Committee of Ministry of Education and Human Resources, Tertiary Education and Scientific Research

Representative

6 Mauritius Institute of Education Representative

7 Universite Des Mascareignes Representative

8 Open University of Mauritius Representative

9 Mauritius Institute of Training and Development Representative

10 Co-opted members as and when required

Table 2: Composition of the Technical Working Group


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The Technical Working Group has as terms of reference to:

Advise and assist the Alignment Committee in steering and overseeing the process

of alignment of the NQF with the SADCQF;

Advise and guide the Alignment Committee on the methodology and process for

the alignment of the NQF with the SADCQF;

Engage consultation with various stakeholders on the alignment of the NQF with

the SADCQF;

Conduct a comparative analysis (structural, technical and conceptual) of the NQF

and the SADCQF;

Draft the Alignment Report.

3.3 Stakeholder Consultation

The Alignment Committee met for the first time in October 2017 and considered the third

step of the process, namely to conduct a self-assessment exercise to determine the

readiness of the NQF to align with the SADCQF. Recommendations were made to constitute

focus groups pertaining to the different sub-sectors of education and their views and input

be solicited to consolidate the self-assessment document devised by the TCCA EXCO.

Given that the Education and Training Sector in Mauritius is regulated by different

institutions, information pertaining to the sub-sectors were not readily available and same

had to be sourced from the relevant institutions. This caused significant delay in the

progress of the self-assessment exercise. Focus group discussion was thus the preferred

option to gather the data. However, consultation and involvement of stakeholders at all

stages of the process was seen to be a critical element by participants to the discussions to

enhance the value and trust in the exercise.

Following completion of the consultation, the consolidated self-assessment document was

considered by the Alignment Committee in its two subsequent meetings and same was

endorsed for submission to the SADC Secretariat through the SADC focal point.


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Chapter 4

Evidence of Implementation of the 10 SADCQF Alignment Criteria


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4.0 Criterion 1

All the relevant bodies and stakeholders, involved in the alignment process, have been

informed about the decision to implement the SADCQF.

The Mauritius Qualifications Authority by virtue of its Act is mandated to develop,

implement and maintain the National Qualifications Framework and ensures that national

qualifications are internationally comparable. As such, the Board of the Mauritius

Qualifications Authority, comprising representatives of the Ministry of Education and

Human Resources, Tertiary Education and Scientific Research, employers, public and private

training institutions as well as the Tertiary Education Commission, the regulator of the post-

secondary education, considered the initiative of the aligning the National Qualifications

Framework with the SADC Qualifications Framework following enlistment of Mauritius as

one of the pilot member states to participate in the process. The members were informed

about the process of alignment as established by the TCCA and the different stages involved.

Subsequently, following a decision by the MQA Board, an Alignment Committee, comprising

relevant stakeholders, was set up in line with the SADC Alignment Guidelines to gauge the

logistics and technical implications of the alignment exercise. Respective member

organisations were informed about the initiative and were solicited to participate in the

process.

The Alignment Committee comprises representatives of the Ministry of Education and

Human Resources, Tertiary Education and Scientific Research, the Ministry of Foreign

Affairs, Regional Integration and International Trade as the SADC National Contact Point,

Tertiary Education Commission and the Mauritius Qualifications Authority.

Criterion 1:

Responsibilities of relevant national bodies involved in the alignment process are determined and published by the relevant competent authorities


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The Alignment Committee has been established with standard Terms of Reference as

prescribed by the SADC TCCA and is fully operational. The Committee met for the first time

on 02 October 2017 to consider the implications of the alignment exercise and discuss the

way forward. Subsequent meetings were held to oversee the alignment process and finalise

the Alignment Report.

In view of the technical nature of the exercise, a Technical Working Group was also set up

to work on the technical component of the SADC Alignment exercise including analysis and

comparison of the frameworks and level descriptors. The Group comprises representatives

of public post-secondary providers, one public TVET provider, the national examining body

and the parent Ministry, the MQA and the TEC as regulators.

The Alignment Committee sourced its resources (human resource and finance) from the

respective institutions constituting the Committee and the Technical Working Group. A

work plan to successfully complete the exercise was devised and agreed by the Committee.

Information on the alignment with the SADCQF has been disseminated through members

of the Alignment Committee and the Technical Working Group. The work plan for the

alignment exercise already includes further communication and sensitisation activities on

SADCQF Alignment meant for the broader public and stakeholders.

Documentary Evidence:

MQA Act and Regulations, MQA Technical and Board Papers and Minutes of Proceedings, Letters issued to stakeholders, Terms of Reference of Alignment Committee and Technical Working Group and their Minutes of Proceeding


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4.1 Criterion 2

The Mauritius Qualifications Authority was set up under the Mauritius Qualifications

Authority Act 2001 and provision was made in the Act for the development, implementation

and maintenance of a National Qualifications Framework. The MQA has been implementing

and maintaining the NQF since its development through a series of processes. All regulated

qualifications (General, TVET and Tertiary) are benchmarked on the NQF.

The NQF level descriptors are published on the website of the MQA and brochures on the

descriptors are distributed to stakeholders (applicants, employees, learners) during career

fairs, sensitisation campaigns and other promotional or outreach activities.

All the processes of the MQA are geared towards the implementation of the NQF. Through

the accreditation and recognition processes, all qualifications are benchmarked on the NQF.

Recognition advices and accreditation letters tendered by the MQA and TEC on NQF level of

qualifications, have as attachment the diagrammatic representation of the NQF and its level

descriptors. National Qualifications Development at TVET level are based on the NQF Level

Descriptors. Qualifications at General Education level have been benchmarked against the

NQF Level Descriptors. Qualifications at Tertiary level are benchmarked against the NQF

Level Descriptors to establish level of comparability on the NQF in the context of recognition

and equivalence.

The NQF Level Descriptors are formulated in terms of learning outcomes and up the levels,

the complexity of the outcomes (Knowledge, Skills and Competences) increases. The level

of autonomy and responsibility increases from level 1 to 10.

Criterion 2:

There is a clear and demonstrable link between qualification levels in the NQF and level descriptors of the SADCQF


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Moreso, each level is characterised by one or several qualification types which indicate

progression through different pathways. The NQF level descriptors are used and applied at

General Education, TVET and Post-Secondary Levels.

In order to show the clear and demonstrable link between the NQF and the SADCQF, a three-

stage methodological analysis, recommended by the SADC TCCA EXCO was carried out as

follows:

1. Structural comparison of the two frameworks.

2. Conceptual comparison of the two frameworks.

3. Comparison of NQF descriptors and SADCQF descriptors.

1. Structural Comparison of the Frameworks

A structural comparison of the NQF and the SADCQF was carried out to establish whether a

clear similarity exists between the two qualifications frameworks. It was observed that the

two frameworks present some similarities and differences in structure as depicted in the

comparative table below.

Similarities Differences

Structure of 10 Levels characterised by level descriptors

The NQF allows benchmarking of individual qualifications while the SADCQF allows only comparisons between frameworks (Meta Framework)

Comprehensive (General Education, TVET and Higher Education)

Hierarchical Structure (each level build upon the underlying level)

Table 3: Structural comparison of the frameworks


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2. Conceptual Comparison of the Frameworks

A conceptual comparison of the NQF and the SADCQF was carried out to establish whether

a clear similarity exists between the two qualifications frameworks. It was observed that the

two frameworks present some similarities and differences as depicted in the comparative

table below.

Similarities Differences

Based on learning outcomes NQF Level Descriptors characterised by two

domains: Learning Demand and Processes

SADCQF Level Descriptors characterised by

three domains: Knowledge, Skills, Autonomy

and Responsibility

Hierarchical Structure (each level builds upon

the underlying level)

NQF Level characterised by qualification

types while for SADCQF no reference made

to qualification types

Complexity of learning increases from low to

high level on the frameworks.

Table 4: Conceptual comparison of the frameworks

Each NQF level is described using two domains – Learning Demand and Processes while the

SADQCF Level Descriptors are expressed in terms of three domains – Knowledge, Skills and

Autonomy and Responsibility. However, the NQF learning domains are inclusive of the three

distinct domains of the SADCQF Level Descriptors.

Moreso, it was observed that while the SADCQF describes the level in generic terms, the

NQF takes into account the characteristics of the National Education and Training System

and the labour market, thus being more detailed at most of the levels.


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3. Linguistic comparison of the Frameworks

In addition to the structural and conceptual comparison of the two frameworks, a linguistic

comparison of the NQF and SADCQF Level Descriptors was carried out, where the similarities and

differences of the Mauritian NQF and the SADCQF were highlighted in terms of Knowledge, Skills

and Autonomy and Responsibility. It is important to highlight that the descriptors at a higher level

subsume the level descriptors of the lower level. A detailed comparison has been conducted where

the descriptors were compared, and the commonalities were highlighted in Red for the domain

Knowledge, Blue for the domain Skills and Green for the domain Autonomy and Responsibility

(Appendix IV)

Mauritian NQF SADCQF Qualification types Alignment Comments

10 10 PhD, Doctorates Good fit

9 9 Masters, Post Graduate Certificates and Diplomas

Good fit

8 8 Bachelor (Honours) Degree Good fit

7 7 Bachelor (Ordinary) Degree Good fit

6 6 Diploma, National Diploma Level 6 Good fit

5 5 Higher School Certificate, National Certificate Level 5, Certificates

Good fit

4 4 National Certificate Level 4 Good fit

3 3 School Certificate, National Certificate Level 3

Good fit

2 2 National Certificate of Education, National Certificate Level 2

Very good fit

1 1 Primary School Achievement Certificate

Low fit

Table 5: Mapping of levels of both frameworks


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In view of the comparison conducted, a mapping of the levels was obtained as per the

comparative table above. The alignment outcome for each level was reached by applying

the best fit principle in as much as it is difficult to have a perfect fit when comparing a

National Qualification Framework with a meta-framework.

It was observed that the NQF Level Descriptors was more detailed at some levels with

emphasis on aspects such as communication and capacity of the learner for further learning.

The SADCQF Level Descriptors does not lay much emphasis on those aspects.

Documentary Evidence

Board Minutes of Proceedings, National Curriculum Framework Document for Primary and Secondary Education, Policy documents, Letters of Accreditation, Letters of Recognition, Letters of Qualification Evaluation, diagnostic reports, Website link, NQF Brochures, Snapshots of events, Sample letters, Guidelines for Development of NQs, MQA Technical Committee and Board Minutes of Proceedings, NQF Diagram and Level Descriptors, action verbs used at each NQF Level, Mauritius Qualifications Authority Act 2001, Qualification Documents.

4.2 Criterion 3

The Mauritius Qualifications Authority Act 2001 makes provision for development of

standards based on learning outcomes. The NQF is, from the outset, based on the concepts

of learning outcomes. All the Level Descriptors are expressed in terms of learning outcomes.

In all the three subsectors of the education and training system, the learning outcomes

approach is being applied and used. The National Curriculum Framework for

Primary/Secondary education is expressed in terms of learning outcomes. The MQA Quality

Assurance Framework and the Guidelines for Development of National Qualifications

Criterion 3:

The NQF is based on learning outcomes and links to non-formal and informal learning and credit systems (where these exist)


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ensures that qualifications developed are outcome-based. The Quality Assurance Guidelines

of the Tertiary Education Commission also make provision for outcomes-based

qualifications in the criteria.

Following consultation with the relevant stakeholders, there was consensus on the need for

the implementation of the learning outcomes approach to enhance the transparency of

qualifications.

Generation of learning outcomes are done in collaboration with the Industry and other

relevant stakeholders. Appropriate structures and mechanism are in place in all the

subsectors to gauge the needs of the Industry and Society for development qualifications

standards. At General Education level, the programmes are developed by the Mauritius

Institute of Education (MIE) and used nationally. Views of stakeholders are secured through

different consultative committees at the MIE. The planning and development of the

Curriculum Framework was guided by consideration of societal needs.

At TVET level, learning outcomes of Qualifications are generated by respective ITACs

(Industry Training Advisory Committees) which comprise representatives of the industry,

employers, training providers and civil society. Functional analysis of occupations is

conducted to generate tasks and subsequently learning outcomes for each qualification.

This is done between three to five years. Feedback is also sought from Industry experts, civil

society and other key stakeholders on existing qualification standards and same are

considered by the MQA Qualifications Review Committee for review of the qualifications.

The National Qualification Development Guidelines cater for the labour and societal needs

at the needs assessment stage of the Qualifications Development Process. All these

qualifications are endorsed by the MQA Board consisting of various other stakeholders

including representative of private and public training providers. These processes are

currently being done for several sectors and trades. For those sectors where qualifications

are yet to be developed, training institutions are expected to devise such qualifications.

At Tertiary Education level, the awarding bodies develop and validate their own

qualifications through Advisory Councils where the Civil Society and the Industry are


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represented. Reference are also made to the data and information published by the Human

Resource Development Council on current labour market needs.

Moreso, for pitching a qualification on the NQF for the purpose of determining its

comparability, the learning outcomes of the qualification are benchmarked against the level

descriptors of the NQF, which are also expressed in terms of learning outcomes. Other

dimensions such as the entry requirements, credit value, and duration are also considered

to confirm the level. The level is assigned based on the best fit approach.

When considering the linkage of the NQF to arrangements for the validation of non-formal

and informal learning, reference should again be made to the Mauritius Qualifications

Authority Act 2001 which sets out that provision should be made to recognise and validate

competencies for purposes of certification obtained outside the formal education and

training systems.

As such, to give effect to the law, Recognition of Prior Learning (RPL) Guidelines were

formulated by the MQA and it applies to TVET national qualifications where RPL is

conducted for certification at different levels of the NQF. Prospective candidates having the

required work experience and qualification/s go through a four-stage RPL process

administered by the MQA including facilitation and assessment. After completion of a

Portfolio of evidences, the candidate undergoes an assessment conducted by a recognised

awarding body. Upon favorable outcome of the assessment, the candidate is awarded the

qualification against which RPL was claimed.

At Tertiary Education level, where RPL is more concerned with access to tertiary

programmes and for advanced standing, there is no national policy currently in place.

Tertiary Education Institutions however have their own RPL policy. Assessment of non-

formal and informal learning is based on learning outcomes inasmuch as all qualification

standards stipulate the respective assessment criteria and these are used to devise

appropriate assessment methods that can effectively assess the learning achieved.

Qualifications under the TVET strand on the NQF carry certain credits according to

established credit value range for specific levels. Other sub sectors have their own internal

credits systems.


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Though a harmonised credit system needs to be put in place, each University has its own

credit system though the NQF is based on one credit of 10 notional hours. Provision has

already been made for a National Credit Value and Transfer System in the Higher Education

Act 2017. This would harmonise the credit rating process in the Tertiary Education sector and

same metric will be used to calculate the volume of each Qualification Type at every level.

Notwithstanding the above, a survey on the implementation of Learning Outcomes

Approach is being conducted in all subsectors of the education and training system.


National Curriculum Framework Primary/Secondary Education, MQA Act, MQA Guidelines for Development of National Qualifications, Notes of Focus Group Discussions, Minutes of Proceedings of the Alignment Committee, National Curriculum Framework Primary/Secondary Education, National Qualifications Documents, Course contents of Tertiary Programmes, Qualification Document, Guidelines, Feedback sheets from stakeholders, MQA RPL Guidelines, RPL Policies from Public Universities, Assessment schemes and grids.

4.3 Criterion 4

Inclusion of qualifications on the NQF is carried out solely by the MQA in accordance with

established procedures. Once a programme is accredited by any of the QA agencies (MQA

and TEC), the programme is placed on a particular NQF level based on the qualification

types, level descriptors, level of difficulty and complexity, duration and entry requirements.

Primary/Secondary Education

Quality Assurance of Education and Training Programmes is conducted by separate Quality

Assurance agencies. The Ministry of Education and Human Resources, Tertiary Education

and Scientific Research regulates public and primary schools.

Criterion 4:

Procedures for including qualifications on the NQF or describing the place of qualifications in the NQS are transparent.


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The training programme at primary level is developed by the Mauritius Institute of Education

(MIE) and the qualification PSAC is awarded by the Mauritius Examinations Syndicate (MES).

As regard secondary education, the public schools are regulated by the Ministry of

Education and Human Resources, Tertiary Education and Scientific Research while the

private ones are regulated by the Private Secondary Education Authority. The learning

programme at lower secondary is developed by the MIE and the qualification National

Certificate of Education is awarded by the MES. At upper secondary level, the qualifications

School Certificate and Higher School Certificate are awarded by the Cambridge Assessment

International Education (CIE).

All these qualifications have already been benchmarked on the NQF and they already sit on

the framework as qualification types at different levels.

TVET

At TVET level, National Qualifications are developed at specific levels of the NQF and

reference is made to the relevant level descriptors during the design and development

stage. Training programmes are subsequently submitted to the MQA for accreditation

where the NQF level is confirmed.

Tertiary Education

National Qualifications at Tertiary Education level are offered by Public Universities and

Tertiary Education Institutions. These institutions, being self-accrediting ones, benchmark

their programmes on the NQF at the design and development stage. The TEC quality audits

these institutions at regular intervals. As per the new Higher Education Act, provision has

been made for the setting up of the Higher Education Commission, the Quality Assurance

Authority and the Higher Education Advisory Council. This will strengthen the quality

assurance mechanism within the Tertiary Education Sector.

Information on the accreditation status of education and training programmes are available

on the websites of the respective Quality Assurance Bodies.


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National Curriculum Framework Primary/Secondary Education, Qualifications Documents, Letters of

Accreditation and Recognition. Website links of Ministry of Education and Human Resources, Tertiary

Education and Scientific Research, MQA and TEC

4.4 Criterion 5

Responsibility for the quality of education in Mauritius is shared amongst the Ministry of

Education and Human Resources, Tertiary Education and Scientific Research, the MQA, the

TEC and Public Tertiary Education Institutions and Universities. Each education subsector is

governed by a Quality Assurance Framework that lays emphasis on achievement of learning

outcomes.

At Primary and Secondary Education level, quality assurance conducted by the Quality

Assurance and Accreditation Division of the parent Ministry, covers the governance of

primary and secondary schools, teaching and learning processes, and assessment of learner

achievements. Educators are subject to continuous professional development.

Qualifications at Primary/Secondary level are already benchmarked on the NQF. The design

of the qualifications is quality assured by the Ministry of Education and the MES. The

qualifications requirements of Teachers are set by the Ministry of Education and the Private

Secondary Education Authority (PSEA). The Mauritius Examinations Syndicate set the

requirements for assessors.

At TVET level, Quality Assurance is geared towards design and award of the qualifications,

benchmarking of qualifications on the NQF, the teaching and learning processes, trainer’s

capacity, maintenance of an internal quality assurance system. Design and award of

qualifications is quality assured by the MQA through its accreditation process. Trainers need

Criterion 5:

The National Quality Assurance System for education and training refers to the NQF and is consistent with quality assurance guidelines of the SADCQF


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to be registered by the MQA based on trainer registration criteria prior to providing training.

Registration of trainers is based on qualifications and experience and limited to a specific

level on the NQF.

At Tertiary Education level, Quality Assurance is conducted by the TEC and emphasis is laid

on Programme Design and Review, Teaching and Learning processes and Assessment. The

setting up and maintenance of an internal quality assurance system is key to the quality

assurance requirements as laid down by the Quality Assurance Framework of the TEC.

Design and award of qualifications by self-accrediting institutions are subject to the

institutional quality assurance system. TEC ensures the lecturers at post-secondary levels

meet the qualification requirements to act as such.


Minutes of Proceedings, Correspondences, QA Framework of Ministry of Education and Human

Resources, Tertiary Education and Scientific Research, MQA Guidelines for Development of National

Qualifications, MQA Quality Assurance Framework, Quality Assurance Guidelines of TEC)

4.5 Criterion 6

As per current legislative provisions and institutional setup in the Education and Training

landscape of Mauritius, Verification and Recognition of Qualifications are conducted by

three distinct institutions regulating the three education subsectors: Primary/Secondary,

TVET and Tertiary Education.

Criterion 6:

There is a clear indication of the relevant national authorities responsible for the verification of the qualifications obtained in the national system.


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The National Equivalence Committee of the Ministry of Education and Human Resources,

Tertiary Education and Scientific Research conducts Verification and Recognition of

Qualifications at Primary/Secondary Education level as per an established policy.

The MQA conducts Verification and Recognition of qualifications at TVET level in accordance

with its Recognition and Equivalence Policy, which is based on the core principles underlying

the Lisbon Recognition Convention and the Addis Convention.

The TEC establishes equivalence of qualifications at Tertiary education level based on its

Recognition and Equivalence Policy.

All the above-mentioned evaluation of qualifications requires the determination of the level

of the qualifications on the NQF. As such, the MQA, having the mandate to develop,

implement and maintain the NQF, is solicited to benchmark the qualifications on the

framework.

The three agencies referred to above, maintain separate databases and/or information

systems of qualifications that was evaluated.


The Education (Miscellaneous) Provisions Act 2005, Recognition and Equivalence Policies of the Ministry,

MQA and TEC, Recognition advices.

4.6 Criterion 7

The Alignment Committee comprises members from the Quality Assurance Bodies that

regulates the Education and Training System.

Criterion 7:

The alignment process shall include a stated agreement of relevant quality assurance bodies


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The members of the Committee have been informed and sensitised on the implementation

of the SADCQF and are fully involved in the deliberations of the Committee on all matters

pertaining to SADCQF alignment.

This report, for which representatives of the Ministry of Education and Human Resources,

Tertiary Education and Scientific Research, MQA and TEC participated in the drafting,

represents the stated agreement of the relevant quality assurance bodies.


Minutes of Proceedings of MQA Board and Alignment Committee

4.7 Criterion 8

The MQA, being mandated to initiate and implement the alignment to the SADCQF, shall

certify the alignment of the NQF with the SADCQF following endorsement of the report by

the Alignment Committee including the Ministry of Education and Human Resources,

Tertiary Education and Scientific Research. An action plan will be considered by the

Alignment Committee soon to chart out the way forward to successfully complete the

Alignment process and report. The Alignment Report has been drafted in line with the

prescribed format of the TCCA EXCO.

Criterion 8:

Competent national bodies shall certify the alignment of the NQF with the SADCQF. A comprehensive report on alignment and its evidence must be published by competent national bodies


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4.8 Criterion 9

The Alignment Report will be subject to a series of stakeholders’ consultations and amended

accordingly prior to its publication on the SADCQF Platform. The Alignment Committee will

be required to endorse any significant change to the report.

4.9 Criterion 10

The issue of certificates bearing the SADCQF level upon alignment has been discussed at the

level of the Alignment Committee and requires further consultation with the recognised

awarding bodies. The action plan devised to chart out the way forward for timely and

successful completion of the alignment process has made provision for discussion and

consultation on the matter.

Criterion 9:

The official platform of the country must maintain a public comment process for the alignment report.

Criterion 10:

Clear Plans have been made to make changes to the legislation and policy supporting alignment to SADCQF levels on new qualification certificates, diplomas and other documents issued by competent authorities.


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Chapter 5

Conclusion


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5.0 Conclusion

The alignment of the National Qualifications Framework of Mauritius to the Southern

African Development Community Qualifications Framework has been an opportunity to look

back at what the country has achieved since the establishment of the national framework.

With the support of the SADC Secretariat, the alignment process was carried out in

accordance with the criteria and procedures defined by the TCCA team. The most important

aspect of this endeavor was the interaction with all the stakeholders in the field of education

and training discussing about the strengths and weaknesses of the NQF.

5.1 Outcome of Alignment Exercise

The main outcome of this exercise by far is the evidence that there is a clear and

demonstrable link between the levels of the NQF and the SADCQF, except for Level 1 where

a low fit was gauged. In view of the evidence put forward to demonstrate to what extent

the criteria for alignment to the SADC Qualifications Framework have been met, the

outcome has been summarised as follows:

Alignment Criterion Extent of Alignment

1

Responsibilities of relevant national bodies involved in the alignment process are determined and published by the relevant competent authorities;

Fully met

All the relevant bodies and stakeholders have been informed about the decision to implement the SADCQF through the Alignment Committee and sensitisation workshops.

2

There is a clear and demonstrable link between qualification levels in the NQF/(NQS) and Level Descriptors of the SADCQF;

Fully met

There is a demonstrable link of Level 2 to 9 on the NQF to Level 2 to 10 on the SADC Qualifications Framework


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3

The NQF/ NQS is based on learning outcomes and links to non-formal and informal learning and credit systems (where these exist);

Fully met

The NQF is based on learning outcomes through its Level Descriptors and TVET qualifications at different levels can be acquired through Recognition of Prior Learning.

4

Procedures for including qualifications on the NQF or describing the place of qualifications in the NQS are transparent;

Fully met

Inclusion of qualifications (General Education,

TVET and Tertiary Education) on the NQF is

carried out solely by the MQA by benchmarking

the qualifications against the NQF Level

Descriptors.

5

The National Quality Assurance System for education and training refers to the NQF or NQS and is consistent with quality assurance guidelines of the SADCQF;

Fully met

The quality assurance mechanism and processes at General, TVET and Tertiary Education levels are in line with the quality assurance guidelines of the SADCQF.

6

There is a clear indication of the relevant national authorities responsible for the verification of the qualifications obtained in the national system;

Fully met

Relevant Acts and Regulations make provisions for verification and recognition of qualifications at General, TVET and Tertiary level.

7

The alignment process shall include a stated agreement of relevant quality assurance bodies;

Fully met

The Alignment report, for which representatives of the Ministry of Education and Human Resources, Tertiary Education and Scientific Research, MQA and TEC participated in the drafting, represents the stated agreement of the relevant quality assurance bodies.


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Table 6: Summary of the Outcome of Alignment process

The abovementioned outcomes would enhance the degree of confidence and trust laid in

the local qualifications by other SADC Member states and other international counterparts.

8

Competent national bodies shall certify the alignment of the NQF/NQS with the SADCQF. A comprehensive report on alignment and its evidence must be published by competent national bodies;

Fully met

The Alignment Report will be published by the MQA, the competent authority responsible for the alignment of the NQF.

9

The official platform of the country must maintain a public comment process for the alignment report;

Fully met

Provision has been made for the Alignment Report to be published on the MQA website for public comments.

10

Clear Plans have been made to make changes to the legislation and policy supporting alignment to SADCQF levels on new qualification certificates, diplomas and other documents issued by competent bodies.

Fully met

The issue of certificates bearing SADCQF levels have been considered by the Alignment Committee and integrated in the action plans.


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Appendices


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Appendix I

SADC Qualifications Framework Level Descriptors

Level Knowledge Skills Autonomy and Responsibility

10 Makes a substantial and original contribution to knowledge in the field of study through research and scholarship.

Conducts original research which is evaluated by independent experts against international standards.

Demonstrates problem solving ability and critical evaluation of research findings for academic discussion.

9 Demonstrates mastery of theoretically sophisticated subject matter, showing critical awareness of current problems and new insights at the forefront of the discipline area.

Conducts original research deploying appropriate research methods and processes primary and secondary source information using rigorous intellectual analysis and independent thinking and applies knowledge in new situations; and demonstrates independent thinking, problem solving, critical evaluation of research findings and ability to make judgements based on knowledge and evidence.

Shows independence, initiative and originality and the ability to manage own and group outcomes in complex and unpredictable situations.

8 Demonstrates critical understanding of the principles, theories, methodologies, current research and literature of the discipline.

Demonstrates capacity to use a coherent and critical understanding of the principles, theories and methodologies of a particular discipline. Selects and applies appropriate research methods and techniques, and critical analysis and independent evaluation of information.

Operates within the context of a strategic plan with complete accountability for management of resources and supervision of others.


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7 Demonstrates knowledge of a major discipline with possible areas of specialisation, including command of the ideas, principles, concepts, chief research methods and problem-solving techniques of the recognised discipline.

Demonstrates intellectual independence, critical thinking and analytical rigor, and advanced communication and collaborative skills in complex and variable contexts.

Designs and manages processes and works with broad accountability for determining, achieving and evaluating personal and group outcomes.

6 Demonstrate specialist knowledge in more than one area and ability to collate, analyse and synthesise a wide range of technical information.

Demonstrate ability to apply specialist knowledge and skills in highly variable contexts and formulate responses to concrete and abstract problems.

Manages processes and works with complete accountability for personal and group outcomes.

5 Demonstrate a broad knowledge base with substantial depth in some areas, ability to analyse information and construct a coherent argument.

Applies a wide range of technical and/or scholastic skills in variable contexts using standard and non-standard procedures, often in combination.

Works independently under broad guidance and can take some responsibility for supervising the work of others and group outcomes.

4 Demonstrates a broad knowledge base, incorporating some abstract and technical concepts, and ability to analyse information and make informed judgements.

Applies a moderate range of technical and/or scholastic skills which are transferable in familiar and unfamiliar contexts, using routine and non- routine procedures.

Shows ability for self-direction, requiring little supervision, and complete responsibility for own outcomes and some responsibility for group outcomes.

3 Demonstrates basic operational and theoretical knowledge and ability to interpret information

Demonstrates a range of well-developed skills and ability to apply known solutions to familiar problems.

Works under general supervision with some responsibility for quality and quantity of output.

2 Demonstrates recall and a narrow range of knowledge and cognitive skills

Can carry out processes that are limited in range, repetitive and familiar.

Applied in directed activity under close supervision.

1 Demonstrates basic general knowledge and numeracy and literacy for everyday purposes

Can follow simple instructions and perform actions required to carry out simple concrete tasks requiring no special skills.

Works under close supervision in familiar situations and structured contexts.


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Appendix II

NQF Level Descriptors

LEVEL ENABLES LEARNERS TO: ENABLES LEARNERS TO CARRY OUT PROCESSES THAT:

1 The level at which PSAC is registered

Demonstrate basic numeracy, literacy and basic IT skills.

2 The level at which National Certificates at level 2 are registered

Demonstrate narrow range of knowledge and cognitive skills.

1. Are limited in range 2. Are repetitive and familiar 3. Are applied within closely defined

contexts 4. Require close supervision


1. Demonstrate basic operational knowledge. 2. Master readily available knowledge. 3. Be able to use known solutions to familiar

problems. 4. Display/generate some new ideas.

1. Are established and familiar 2. Are moderate in range 3. Are applied in a range of familiar

contexts 4. Require supervision


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1. Demonstrate a broad knowledge base incorporating some technical concepts.

2. Have command of analytical interpretation of information.

3. Express informed judgement. 4. Be able to display a range of known

responses to familiar problems.

1. Require a wide range of technical skills 2. Are applied in a variety of familiar and

non-familiar contexts with the need for some or no supervision

3. Demand occupation competence over a range of routine and non- routine tasks

4. Require the need for little or no supervision


1. Demonstrate broad knowledge base with substantial depth in area(s) of study.

2. Have command of analytical interpretation of a range of data.

3. Be able to determine appropriate methods and procedures to respond to a range of problems.

4. Communicate the results of their study/work accurately and reliably, and with structured and coherent arguments.

5. Display qualities and transferable skills necessary for employment in situations requiring the exercise of some personal responsibility.

1. Require a wide-range of technical and/or management skills

2. Involve a wide-choice of standard and non standard procedures, often in non-standard combinations

3. Are employed in highly variable routine and non-routine contexts

6 The level at which National Diplomas at level 6 are registered

1. Demonstrate specialised in-depth knowledge in their area(s) of study.

2. Have command of analysis, diagnosis, planning and evaluation across a broad range of technical and/or management functions.

1. Require a command of a wide range of highly specialised technical and/or management, and/or conceptual or creative skills.

2. Involve a wide choice of standard and non-standard procedures.


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3. Be able to formulate appropriate responses to resolve problems.

4. Communicate, in a variety of forms and with structured and coherent arguments, the results of their study/work accurately and reliably, and identify the broader principles, issues and impacts.

5. Display qualities and transferable skills necessary for employment in situations requiring the exercise of some personal responsibility and in contexts where they are contributing to decision-making processes.

3. Are applied in highly variable and non-routine contexts.

7 The level at which Bachelors Degree (Ordinary Degree) is registered

1. Knowledge and critical understanding of the well-established principles of their area(s) of study, including an understanding of some advanced aspect(s) of their area(s) of study.

2. Ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context.

3. Knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study.

4. An understanding of the limits of that knowledge and how this influences analysis and interpretation based on that knowledge.

1. Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solution to problems arising from that analysis.

2. Effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences; and deploy key techniques of the discipline with confidence.

3. Undertake further training; develop existing skills, and acquire new competencies that enable them to assume significant responsibility within organisations.

And would have: Qualities and transferable skills necessary for employment requiring the exercise of


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personal responsibility and decision making in complex contexts.

8 The level at which Bachelors Degree with Honours, often referred to as Honours degrees are registered. Also at this level are conversion programmes based largely on undergraduate material.

1. A systematic understanding of key aspects of their field of study, including acquisition of a coherent and detailed knowledge, at least some of which are at or informed by, the forefront of defined aspects of a discipline.

2. An ability to deploy accurately established analytical techniques and enquire within their discipline.

3. An ability to devise and sustain arguments and/or to solve problems using ideas or techniques some of which will be at the forefront of a discipline and to describe; and comment upon particular aspects of current research or equivalent scholarship in the discipline.

4. An appreciation of the uncertain, ambiguity and limits of knowledge.

5. The ability to manage their own learning and to make use of scholarly reviews and primary sources (e.g. refereed research articles and/or original materials appropriate to the discipline).

1. Apply the methods, techniques and (where applicable) modes of practice that they have learned & reviewed to consolidate, extend and apply their knowledge & understanding so as to initiate and carry out projects.

2. Consider abstract data, concepts and/or raw materials and frame appropriate questions to achieve a solution or identify a range of solution to a problem.

3. Communicate information, ideas, problems, and solutions in a variety of formats appropriate to both specialists and non-specialist audiences.

And would have: Qualities and transferable skills necessary for employment in situations requiring the exercise of initiative and personal responsibility for decision making in complex and unpredictable contexts, and the learning ability needed to undertake appropriate further training of a professional or equivalent nature.

9 The level at which Masters Degrees, e.g. MA, MSc, and M.Phil are registered. Also at

1. A systematic understanding of knowledge and a critical awareness of current problems and/or new insights at the forefront of their academic discipline, field of study, or area of professional practice.

1. Deal with complex issues, both systematically and creatively, make sound judgement in the absence of complex data, and communicate these


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this level are advanced programmes, such as Post-Graduate Certificates and Post-Graduate Diplomas. However, differentiation between Masters Degrees and Post-Graduate Certificates and Post-Graduate Diplomas is made on the basis of the lesser number of credits obtained and no practical understanding of techniques of research for the latter qualifications.

2. A comprehensive understanding of relevant techniques applicable to their research or advanced scholarship.

3. Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.

4. Conceptual understanding that enables the student to evaluate critically current research and advanced scholarship in the discipline and to evaluate critically methodologies and where appropriate, to propose new hypotheses.

conclusions clearly to specialist and non-specialist audiences.

2. Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.

3. Continue to advance their knowledge and understanding, and to develop new skills to a high level.

4. The qualities and transferable skills necessary for employment requiring the exercise of initiative and personal responsibility, decision making in complex and unpredictable situations and the independent learning ability required for continuing professional development.

10 The level at which Doctorates are registered

1. The creation and interpretation of new knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication.

2. A systematic acquisition and understanding of a substantial body of knowledge which is

1. Make informed judgement on complex issues in specialist fields, often in the absence of complete data, and be able to communicate their ideas and conclusions clearly and effectively to specialist and non-specialist audiences.

2. Continue to undertake pure and/or applied research and development at an


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at the forefront of an academic discipline or area of professional practice.

3. The ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems.

4. A detailed understanding of applicable techniques for research and advanced academic enquiry.

advanced level, contributing substantially to the development of new techniques, ideas, or approaches.

And would have: The qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environment.


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Appendix III

Self-Assessment Questionnaire

Guidelines for alignment with the SADCQF SAQA on behalf of SADC Secretariat

Self-assessment exercise: Country readiness to align with the SADCQF

Name of country: Place of self-assessment: Date of self-assessment: Participants in self-assessment exercise:


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Criterion 1: Responsibilities of relevant national bodies involved in the alignment process are determined and published by the relevant competent authorities 1.1 Preliminary questions and information:

Questions for self-assessment Self-assessment

Yes, fully: indicate evidence

Partly: indicate evidence

No: Comments

1. Have all the relevant bodies and stakeholders been informed about the decision to implement the SADCQF?

2. Which bodies will be part of the National Alignment Committee (NAC)?

3. Is the country’s NAC functional? Does the NAC have resources and a work plan for SADCQF-related activities?

4. Are the NAC roles and responsibilities for alignment with the SADCQF clear and allocated through a decision / legal order?

5. Is the communication (about aligning with the SADCQF) with the broader public and stakeholders clear, prepared and organised?

1.2 Roadmap and action plan to achieve Criterion 1 based on the five self-assessment questions

No Action By whom Timeframe

1

2

3

4

5


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Criterion 2:

There is a clear and demonstrable link between qualification levels in the NQF/ National Qualification System (NQS) and level descriptors of the SADCQF 2.1 Preliminary questions and information




No: Comments

1. Is the country NQF adopted and in application?

2. Are the country NQF level descriptors (LDs) clear, complete and understood by the relevant stakeholders?

3. Are the country NQF LDs implemented in practice?

4. Do the NQF LDs clearly indicate vertical progression?

5. Are the LDs used in practice the same as those of the NQF LDs?

6. Are the SADCQF (regional) level descriptors understood by stakeholders?

7. Is there an agreed approach (method) to present the demonstrable link of the country LDs with that of the SADCQF?

2.2 Roadmap and action plan to achieve Criterion 2 based on the seven self-assessment questions


1 2 3 4 5 6 7


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Criterion 3: The NQF/ NQS is based on learning outcomes and links to non-formal and informal learning and credit systems (where these exist) 3.1 Preliminary questions and information

Questions for self-assessment

Self-assessment



No: comments

1. The Learning outcomes (LO) approach is included in/ enabled by relevant legislation.

2. The LO approach is agreed in all or in some sub-sectors / qualifications? Which ones?

3. The LO approach is being practised in all or in some sub-sectors / qualifications? Which ones?

4. Do the LOs of qualifications take account of societal and labour market needs?

5. Is the classification of qualifications in the NQF based on a comparison of LOs of the qualification with the LDs of NQF?

6. Is the recognition/ validation of non-formal and informal learning defined and agreed at policy level?

7. Is the recognition/ validation of non-formal and informal learning applied in all or some sectors / cases? Which ones?

8. Does the assessment of LOs apply to formal and non-formal and informal learning?

9. Is recognition/ validation of formal, non-formal and


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informal learning related to the NQF? 10. Is the credit system implemented in all or some sub-sectors? Which ones?

11. Is the credit system related to the NQF?

12. Are there studies/ research/ analyses to support this criterion?

3.2 Roadmap and action plan to achieve Criterion 3 based on the twelve self-assessment questions


1

2

3

4

5

6

7

8

9

10

11

12


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Criterion 4: Procedures for including qualifications in the NQF or describing the place of qualifications in the NQS are transparent 4.1 Preliminary questions and information




No: Comments

1. The existing legislation defines key principles and roles / responsibilities for developing, approving, and accrediting qualifications. What are the key institutions / stakeholders – and their roles?

2. NQF decision-making is based on a clear institutional setting (Agency, department, Board, Council). Is this operational?

3. The procedures and method(s) for pegging a qualification at a particular NQF Level/ levelling are agreed, transparent and applied.

4. Leveling / inclusion of qualifications in the NQF is based on transparent interactions of the relevant bodies (e.g. in charge of Quality Assurance, sectoral committees, certification, NQF decision making bodies)

5. The leveling and inclusion of qualifications in the NQF is quality-assured. By whom (specificities by sub-sector)?

6. The scope of the NQF: The NQF is inclusive of various types of qualifications. Which types can be included? Are qualifications outside of the formal system included?

7. Database(s) of qualifications are up-to-date, accessible and transparent for users.


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4.2 Roadmap and action plan to achieve Criterion 4 based on the eight self-assessment questions


1

2

3

4

5

6

7

8


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Criterion 5: The National Quality Assurance System for education and training refers to the NQF or NQS and is consistent with quality assurance guidelines of the SADCQF 5.1 Preliminary questions and information




No: Comments

1. The national QA systems are operational. The various relevant institutions act in a co-ordinated and linked manner.

2. The design and award of qualifications are quality-assured and use explicit and transparent procedures and arrangements.

3. Quality assurance procedures refer to context, inputs, process and output dimensions while giving special emphasis to outputs and learning outcomes.

4. Quality assurance of learning outcomes refers to: planning; implementing; reviewing; feedback.

5. Quality assurance measures include qualification requirements for teachers / trainers, assessors; accreditation; and external evaluation of providers of programmes.

6. Labour market and society stakeholders are involved in relevant phases / aspects of quality assurance of qualifications.

7. The seventeen common quality assurance (QA) guidelines of the SADCQF are compatible with the national QA framework (legislation, institutions, policy).


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5.2 Roadmap and action plan to achieve Criterion 5 based on the eight self-assessment questions


1

2

3

4

5

6

7

8


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Criterion 6: There is a clear indication of the relevant national authorities responsible for the verification of the qualifications obtained in the national system 6.1 Preliminary questions and information




No: Comments

1. The contact details of the body/ies responsible for the country's qualifications framework is accurate and accessible

2. The contact details of the body or bodies responsible for QA is accurate and accessible

3. There is a central qualifications information system in the country

4. Full details of the central qualifications information system is accurate and accessible

5. The contact details of the body or bodies responsible for verification of national qualifications is accurate and accessible

6. The contact details of the body or bodies responsible for verification of foreign qualifications is accurate and accessible

7. There is a verification of foreign qualifications policy


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6.2 Roadmap and action plan to achieve Criterion 6 based on the seven self-assessment questions No Action By whom Timeframe

1

2

3

4

5

6

7


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Criterion 7: The alignment process shall include a stated agreement of relevant quality assurance bodies 7.1 Preliminary questions and information




No: comments

1. All relevant QA bodies are adequately involved and informed about the SADCQF alignment process and plans.

2. Level to level alignment and the way the system is described: The relevant QA bodies agree and validate the content of the report (Relevant timing for this question to be discussed)

7.2 Roadmap and action plan to achieve Criterion 7 based on the six self-assessment questions


1

2


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Criterion 8:

Competent national bodies shall certify the alignment of the NQF/NQS with the SADCQF. A comprehensive report on alignment and its evidence must be published by competent national bodies 8.1 Preliminary questions and information




No: comments

1. The institutions/ competent national bodies that will certify the SADCQF alignment are clearly defined.

2. Roadmap for SADCQF alignment and target date for presentation of the final report: Is there a general / broad agreement?

3. Structure of the alignment report: is it relevant, placing the criteria and procedures at the core of the report?

8.2 Roadmap and action plan to achieve Criterion 8 based on the three self-assessment questions


1

2

3


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Criterion 9: The official platform of the SADCQF must maintain a public listing of member countries that have completed the alignment process 9.1 Preliminary questions and information




No: Comments

1. Final published version of the report takes account of received comments and recommendations.

2. Responsibility for timely publication of the final version of the report is agreed upon (on successful presentation to the TCCA).

3. There is a clear plan to revise and finalise the alignment report before publication on the SADCQF official platform.

4. Competent bodies quality-assure the published report.

5. Possible presentation of the updated report is planned.



1

2

3

4

5


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Criterion 10:

In the SADC region, all new qualification certificates, diplomas and other documents issued by competent authorities must contain the relevant SADCQF level 10.1 Preliminary questions and information




No: Comments

1. Legislation and policy supporting the alignment with the SADCQF levels on new qualifications documents: Has this been discussed?

2. The roadmap/ plans for discussion/ agreement among stakeholders. Has this been defined, agreed?

3. Are the key conditions for implementation of this Criterion in place?

4. The communication and information of users and stakeholders on the meaning/ advantages of having SADCQF levels on qualifications documents. Has this been prepared?

5. Networking with other countries about greater mobility and the meaning of future adjustments in qualifications documents: Has this been done?



1 2 3 4 5


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Appendix IV

Comparison of Level Descriptors

MAURITIAN NQF SADCQF

LEVEL LEARNING DEMAND PROCESSES KNOWLEDGE SKILLS AUTONOMY AND RESPONSIBILITY

1 Demonstrate basic numeracy, literacy and basic IT skills

1 Demonstrates basic general knowledge and numeracy and literacy for everyday purposes

Can follow simple instructions and perform actions required to carry out simple concrete tasks requiring no special skills

Works under close supervision in familiar situations and structured contexts

2 Demonstrate narrow range of knowledge and cognitive skills

1. Are limited in range 2. Are repetitive and familiar 3. Are applied within closely

defined contexts 4. Require close supervision

2 Demonstrates recall and a narrow range of knowledge and cognitive skills

Can carry out processes that are limited in range, repetitive and familiar

Applied in directed activity under close supervision

3 1. Demonstrate basic operational knowledge

2. Master readily available knowledge

3. Be able to use known solutions to familiar problems

4. Display/generate some new ideas

1. Are established and familiar

2. Are moderate in range 3. Are applied in a range of

familiar contexts 4. Require supervision

3 Demonstrates basic operational and theoretical knowledge and ability to interpret information

Demonstrates a range of well-developed skills and ability to apply known solutions to familiar problems

Works under general supervision with some responsibility for quality and quantity of output


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4 1. Demonstrate a broad knowledge base incorporating some technical concepts

2. Have command of analytical interpretation of information

3. Express informed judgement

4. Be able to display a range of known responses to familiar problems

1. Require a wide range of technical skills

2. Are applied in a variety of familiar and non-familiar contexts with the need for some or no supervision

3. Demand occupation competence over a range of routine and non- routine tasks

4. Require the need for little or no supervision

4 Demonstrates a broad knowledge base, incorporating some abstract and technical concepts, and ability to analyse information and make informed judgements.

Applies a moderate range of technical and/or scholastic skills which are transferable in familiar and unfamiliar contexts, using routine and non- routine procedures.

Shows ability for self-direction, requiring little supervision, and complete responsibility for own outcomes and some responsibility for group outcomes.

5 1. Demonstrate broad knowledge base with substantial depth in area(s) of study

2. Have command of analytical interpretation of a range of data

3. Be able to determine appropriate methods and procedures to respond to a range of problems

4. Communicate the

1. Require a wide-range of technical and/or management skills

2. Involve a wide-choice of standard and non-standard procedures, often in non-standard combinations

3. Are employed in highly variable routine and non-routine contexts

5 Demonstrate a broad knowledge base with substantial depth in some areas, ability to analyse information and construct a coherent argument.

Applies a wide range of technical and/or scholastic skills in variable contexts using standard and non-standard procedures, often in combination.

Works independently under broad guidance and can take some responsibility for supervising the work of others and group outcomes.


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results of their study/work accurately and reliably, and with structured and coherent arguments

5. Display qualities and transferable skills necessary for employment in situations requiring the exercise of some personal responsibility

6 1. Demonstrate specialised in-depth knowledge in their area(s) of study.

2. Have command of analysis, diagnosis, planning and evaluation across a broad range of technical and/or management functions.

3. Be able to formulate appropriate responses to resolve problems.

4. Communicate, in a variety of forms and with structured and

1. Require a command of a wide range of highly specialised technical and/or management, and/or conceptual or creative skills

2. Involve a wide choice of standard and non-standard procedures

3. Are applied in highly variable and non-routine contexts

6 Demonstrate specialist knowledge in more than one area and ability to collate, analyse and synthesise a wide range of technical information.

Demonstrate ability to apply specialist knowledge and skills in highly variable contexts and formulate responses to concrete and abstract problems.

Manages processes and works with complete accountability for personal and group outcomes.


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coherent arguments, the results of their study/work accurately and reliably, and identify the broader principles, issues and impacts.

5. Display qualities and transferable skills necessary for employment in situations requiring the exercise of some personal responsibility and in contexts where they are contributing to decision-making processes.

7 1. Knowledge and critical understanding of the well-established principles of their area(s) of study, including an understanding of some advanced aspect(s) of their area(s) of study.

1. Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solution to problems arising from that analysis.

2. Effectively communicate information, arguments,

7 Demonstrates knowledge of a major discipline with possible areas of specialisation, including command of the ideas, principles, concepts, chief research methods and problem-solving techniques

Demonstrates intellectual independence, critical thinking and analytical rigor, and advanced communication and collaborative

Designs and manages processes and works with broad accountability for determining, achieving and


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2. Ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context.

3. Knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study.

4. An understanding of the limits of that knowledge and how this influences analysis and interpretation based on that knowledge.

and analysis, in a variety of forms, to specialist and non-specialist audiences; and deploy key techniques of the discipline with confidence.

3. Undertake further training; develop existing skills and acquire new competencies that enable them to assume significant responsibility within organisations.

And would have: Qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making in complex contexts.

of the recognised discipline.

skills in complex and variable contexts.

evaluating personal and group outcomes


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8 1. A systematic understanding of key aspects of their field of study, including acquisition of a coherent and detailed knowledge, at least some of which are at or informed by, the forefront of defined aspects of a discipline.

2. An ability to deploy accurately established analytical techniques and enquire within their discipline.

3. An ability to devise and sustain arguments and/or to solve problems using ideas or techniques some of which will be at the forefront of a discipline and to describe; and comment upon particular aspects of current research or equivalent scholarship in the discipline.

4. An appreciation of the uncertain, ambiguity and

1. Apply the methods, techniques and (where applicable) modes of practice that they have learned & reviewed to consolidate, extend and apply their knowledge & understanding so as to initiate and carry out projects.

2. Consider abstract data, concepts and/or raw materials and frame appropriate questions to achieve a solution or identify a range of solution to a problem.

3. Communicate information, ideas, problems, and solutions in a variety of formats appropriate to both specialists and non-specialist audiences.

And would have: Qualities and transferable skills necessary for employment in situations requiring the exercise of initiative and personal responsibility for decision

8 Demonstrates critical understanding of the principles, theories, methodologies, current research and literature of the discipline.

Demonstrates capacity to use a coherent and critical understanding of the principles, theories and methodologies of a particular discipline. Selects and applies appropriate research methods and techniques, and critical analysis and independent evaluation of information.

Operates within the context of a strategic plan with complete accountability for management of resources and supervision of others.


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limits of knowledge. 5. The ability to manage

their own learning and to make use of scholarly reviews and primary sources (e.g. refereed research articles and/or original materials appropriate to the discipline).

making in complex and unpredictable contexts, and the learning ability needed to undertake appropriate further training of a professional or equivalent nature.

9 1. A systematic understanding of knowledge and a critical awareness of current problems and/or new insights at the forefront of their academic discipline, field of study, or area of professional practice.

2. A comprehensive understanding of relevant techniques applicable to their research or advanced scholarship.

3. Originality in the application of knowledge, together with a practical understanding of how established techniques of

1. Deal with complex issues, both systematically and creatively, make sound judgement in the absence of complex data, and communicate these conclusions clearly to specialist and non-specialist audiences.

2. Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.

3. Continue to advance their knowledge and understanding, and to

9 Demonstrates mastery of theoretically sophisticated subject matter, showing critical awareness of current problems and new insights at the forefront of the discipline area.

Conducts original research deploying appropriate research methods and processes primary and secondary source information using rigorous intellectual analysis and independent thinking and applies knowledge in new situations; and

Shows independence, initiative and originality and the ability to manage own and group outcomes in complex and unpredictable situations.


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research and enquiry are used to create and interpret knowledge in the discipline.

4. Conceptual understanding that enables the student to evaluate critically current research and advanced scholarship in the discipline and to evaluate critically methodologies and where appropriate, to propose new hypotheses.

develop new skills to a high level.

4. The qualities and transferable skills necessary for employment requiring the exercise of initiative and personal responsibility, decision making in complex and unpredictable situations and the independent learning ability required for continuing professional development.

demonstrates independent thinking, problem solving, critical evaluation of research findings and ability to make judgements based on knowledge and evidence.

10 1. The creation and interpretation of new knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication.

2. A systematic acquisition and understanding of a substantial body of knowledge which is at the

1. Make informed judgement on complex issues in specialist fields, often in the absence of complete data, and be able to communicate their ideas and conclusions clearly and effectively to specialist and non-specialist audiences.

2. Continue to undertake pure and/or applied research and development at an advanced level, contributing

10 Makes a substantial and original contribution to knowledge in the field of study through research and scholarship.

Conducts original research which is evaluated by independent experts against international standards. Demonstrates problem solving ability and critical

Demonstrates full responsibility and accountability for all aspects of advanced research work.


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forefront of an academic discipline or area of professional practice.

3. The ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems.

4. A detailed understanding of applicable techniques for research and advanced academic enquiry.

substantially to the development of new techniques, ideas, or approaches.

And would have: The qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environment.

evaluation of research findings for academic discussion.

Note: Red for the domain Knowledge, Blue for the domain Skills and Green for the domain Autonomy and Responsibility


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Appendix V

Members of the National Alignment Committee

SN Institution Name Designation

1 Mauritius Qualifications Authority Mr R Phoolchund

(Chairperson) Director

2 Tertiary Education Commission Mrs K Putty-Rogbeer Quality Assurance & Accreditation Officer

3 Ministry of Education & Human Resources, Tertiary Education & Scientific Research Division

Mr G D Phillippe Administrator (Tertiary)


Mr F L Despois Director, Secondary Education & TVET


Mr R Auckbur E-Education & Scholarships


Mrs R Koomar Former Director, Pre-Primary & Primary Education

7 Ministry of Foreign Affairs, Regional Integration & International Trade/ Mauritius SADC National Focal Point

Mrs U Ramdoo

Senior Analyst

8


Mr K V Mooten

Acting Deputy Director & Registrar

9


Mr V Ramchurn

Manager, Framework Services

10


Mr R Ramchurun

Accreditation Officer, Framework Services

11


Mr R Nookadee

(Secretary)



Page 87

Appendix VI

Members of the Technical Working Group

SN Institution Name Designation

1 Tertiary Education Commission

Prof. Sid Nair

(Chairperson) Executive Director

2 Mauritius Qualifications Authority

Mr R Phoolchund Director

3 University of Mauritius Dr F Khodabocus

Director, Quality Assurance

4 Mauritius Institute of Training and Development

Mr B Lotun Manager, Assessment and Certification

5 Mauritius Institute of Education

Dr H Mariaye Head, Higher Studies Cell

6 Mauritius Examinations Syndicate

Dr I Ahsun Principal Examinations Officer

7 Université des Mascareignes

Mrs V Bissessur Head, Quality Assurance

8 University of Technology Mauritius

Mr D Venethethan Quality Assurance Officer

9 Open University of Mauritius

Mrs S Nundoo-Ghoorah Senior Lecturer


Mr V Ramchurn Manager, Framework Services


Mr R Ramchurun Accreditation Officer, Framework Services


Mr R Nookadee

(Secretary)
