Qualifications Awarded 3 and Learners’ Movement 2 System ...pmg-assets.s3-website-eu-west-1.amazonaws.com/... · 1992 Senior Certificate records (which will appear in future publications)

Pathway Trends: Qualifications Awarded and Learners’ Movement

across the South African Education and Training

System, 1995 to 2014

Analysis of the NLRD (Information System of the NQF)

Report 4

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NLRD Report 4: Pathway Trends Page 2 of 46

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MISSION

To ensure the development and implementation of a National Qualifications Framework which

contributes to the full development of each learner and to the social and economic development of

the nation at large.

ISBN 978-1-920649-39-5 Date of Publication: February 2017

Copyright – All the content contained on this publication is protected in terms of the Copyright Act 98 of 1978. The content may be reproduced for teaching and studying purposes only but may not be sold under any circumstances. Whenever any content from this publication is reproduced, adapted and/or quoted for teaching or studying purposes, the South African Qualifications Authority must be cited prominently as the author and copyright owner wherever any such reproduction and/or adaptation and/or quote appears.


Foreword by the Chief Executive Officer The National Learners’ Records Database (NLRD) is the electronic management information system of the South African National Qualifications Framework (NQF). The NLRD is an integral part of the South African Qualifications Authority’s (SAQA) mandate to maintain a national learners’ records database which includes registers of national qualifications obtained by learners in the South African education system. It is the single biggest database of learner achievements and qualifications in South Africa. With details of more than 17 million people currently recorded in the system, the availability and depth of the information on the NLRD enables SAQA to report on key aspects of the education and training system in South Africa. This database also allows SAQA to be biggest source of verification of legitimate and credible quality assured qualifications in the country. One of the ways in which data on the NLRD is made available to policy makers and policy implementers is through the publication of trends reports. This publication is the fourth in the series of trends reports from the NLRD and examines the qualifications achieved by 11 million learners over a twenty-year period (from 1995 to 2014). The year-on-year trends in the number of qualifications achieved, disaggregated by NQF Sub-Framework, NQF Level, NQF Field and learner demographics were examined. There was a total number of 428 131 achievements recorded in 1995, peaking at 834 674 achievements in 2013, with an annual average increase of 4%. The section of the report which examines learner movement along educational pathways is of particular relevance, as it speaks to the White Paper on Post-School Education and Training released in 2014 by the Minister of Higher Education and Training. The aim of the White Paper is to outline a framework for an integrated system of post-school education and training in South Africa, which, among other things, proposes a better path for articulation between various qualifications. This publication shows that there are real pathways that exist between NQF Levels, Fields and Sub-Frameworks. It also shows the weaknesses and the gaps. It is clear from the report that further work needs to be done in developing and cementing learning pathways between the Occupational Sub-Framework and that of Higher Education. Learner movement across the NQF Sub-Frameworks shows that the majority of learners who achieve two or more qualifications remained in the Sub-Framework of their initial learning. Over 60% of learners who obtained their first qualification between NQF Levels 1 and 7 went on to attain a second qualification at a higher NQF Level. This shows that learners are moving up and down, horizontally and diagonally on the NQF as was envisaged by the originators of the NQF.

http://trainingprovider.co.za/training/


I believe that this report constitutes an exploratory look at the articulation possibilities in our nation’s education system and opens up the possibilities for engaging in further discussions around the issues of articulation. It shows us very clearly what the areas of successful implementation are, but also points us to areas that need our collective attention. This is a very good place to start and lays a firm basis for the discussion and debates about articulation. I want to urge all the policy makers and policy implementers to familiarise themselves with the contents of this publication. Congratulations and a special thank you go to the Director of the NLRD and her team for the work they did in bringing the report to life. This publication is a dedication to the commitment and years of hard work that Ms Yvonne Shapiro, our NLRD Director, has put into building a world class credible database. This publication is also the first trends report which was developed in partnership with a member of our global network – the Groningen Declaration Network (GDN). Therefore, I would like to thank the National Student Clearinghouse, USA for providing technical assistance during the production of this report. My sincere gratitude also goes to the entire staff complement at SAQA for their continued dedication to the organisation and the principles of the NQF.

_________________________

JOE SAMUELS

CHIEF EXECUTIVE OFFICER


Pathway Trends: Qualifications Awarded, and

Learners’ Movement across the South African Education and Training System, 1995 to 2014

Contents

Foreword by the Chief Executive Officer ................................................................................................ 3

Acknowledgements ................................................................................................................................. 6

Introduction ............................................................................................................................................ 7

Qualification Trends ................................................................................................................................ 8

General and Further Education and Training Qualifications Sub-Framework (GFETQSF) .................. 8

Overview ......................................................................................................................................... 8

Demographics ............................................................................................................................... 10

Occupational Qualifications Sub-Framework (OQSF) ....................................................................... 12

Overview ....................................................................................................................................... 12

Demographics ............................................................................................................................... 14

Higher Education Qualifications Sub-Framework (HEQSF) ............................................................... 17

Overview ....................................................................................................................................... 17

Demographics ............................................................................................................................... 19

Pathways ............................................................................................................................................... 20

Overall movement ........................................................................................................................ 20

Transition after initial step ............................................................................................................ 22

Final outcomes .............................................................................................................................. 26

Common pathways ....................................................................................................................... 27

Appendix A – Methodological notes ..................................................................................................... 29

Appendix B – Results tables .................................................................................................................. 31

Appendix C – Providers ......................................................................................................................... 40

Appendix D – NQF Architecture and Organising Fields ........................................................................ 41

NQF Architecture .......................................................................................................................... 41

NQF Organising Fields ................................................................................................................... 42

Appendix E – Acronyms and Glossary ................................................................................................... 43

List of Acronyms ............................................................................................................................ 43

Glossary of Terms .......................................................................................................................... 44

SAQA Contact Details .................................................................................................................... 46


Acknowledgements The South African Qualifications Authority wishes to thank the following:

Diana Gillum (Senior Research Associate) and Doug Shapiro (Executive Research Director) of the National Student Clearinghouse, USA, who undertook all of the data transformation and analysis of the NLRD data included in this publication, as part of a skills-sharing agreement with SAQA.

All of the lifelong learners whose achievements are reflected in this publication.

The contributors of the learner achievement records that are analysed in this report: the Council on Higher Education, Umalusi and the Quality Council for Trades and Occupations, as well as all other quality assurance functionaries, especially the Sector Education and Training Authorities.

The Department of Higher Education and Training, for its support to SAQA in general and the NLRD in particular.

The Department of Basic Education, for its work with SAQA concerning the digitisation of pre-1992 Senior Certificate records (which will appear in future publications).

All clients who commission assignments and data analysis based on the NLRD, including the clients of the NLRD’s verification service.

Richard Welch of Praxis Computing, for ensuring the smooth loading of the data, and for his ongoing support as the NLRD’s Database Administrator and developer of many NLRD enhancements.

Diederik de Roos of Octoplus Information Solutions, which develops and maintains the searchable databases of qualifications, part-qualifications, professional bodies and professional designations, and supports the NLRD in numerous other ways.

IBM, TecTight and Oracle South Africa, all of which play or have played important roles in developing and maintaining the NLRD system.

The NLRD Directorate at SAQA, especially the following for their contribution to this publication:

o Omotola Akindolani – the NLRD Deputy Director for Analysis, Reports and Publications – for finalising and producing this publication.

o The Data Loads team – Carina Oelofsen, Portia Mafatle and Oupa Mpondo, assisted by Petronula Shikwambana – for receiving and managing the loads of the datasets that are analysed here. Also former team members Veronica Vuma and Lazarus Sekopa.

o Mamotse Mangwane, the NLRD Secretary, who assists with the distribution of NLRD publications.

SAQA’s Chief Executive Officer, Joe Samuels, and Deputy Chief Executive Officer, Julie Reddy, for their promotion of the NLRD as the information system of the NQF and their constant encouragement to the NLRD Directorate.

All other SAQA staff, for their ongoing support and their contribution to the understanding of the education and training environment.

Yvonne Shapiro Director: NLRD


Introduction This publication examines the qualifications achieved, and professional designations granted, from 1995 to 2014, as recorded on the National Learners’ Records Database (NLRD), the information management system of the South African National Qualifications Framework (NQF). In the first part of the report, the year-on-year trends in the number of achievements are examined, by NQF Level, by Field (NQF Organising Field), by NQF Sub-Framework, and by learner demographics. The total number of achievement records analysed is 11 383 846, starting with 428 131 achievements in 1995 and peaking at 834 674 in 2013: an annual average increase of 4%. The 2014 total is approximately 90% of the expected final total, as the 2014 data submission for Nursing had not yet been received at the time of extracting the data from the NLRD for this study. In the second part of the report, learner movement along educational and professional pathways is examined, focusing on the pathways that they took most frequently during the 20-year period from 1995 to 2014. The methodology used in producing this report is described in Appendix A, while Appendix B consists of the tables supporting the graphs and text that make up the report. Appendix C shows the number of education and training providers per province (a total of 3 932 providers), whose records submitted to the NLRD are analysed in the report; Appendix D is a reference list for the twelve NQF organising fields; and Appendix E consists of a list of acronyms and a glossary.


Qualification Trends

General and Further Education and Training Qualifications Sub-Framework (GFETQSF)

Overview

The number of qualification achievements per year in the GFETQSF grew from 351 233 to 514 021 over the 20-year period between 1995 and 2014. This represents an overall increase of 46%. The majority of these achievements, approximately 93%, were at NQF Level 4 and in the “Further Education and Training - General” field (i.e. mostly Senior Certificate achievements); see Figures 1 and 2 respectively. The second most popular field was Field 6 (Manufacturing, Engineering, and Technology), accounting for only 3% of the qualifications. Figure 1a. GFETQSF – Trends by NQF Level1

Figure 1b. GFETQSF – Trends by NQF Level, excluding NQF Level 04

1 Figures 1a and 1b are based on data shown in Appendix B, Table 2.

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Due to the high number of qualifications awarded in the field of “Further Education and Training- General” on the GFETQSF, the graphs below were separated to allow for closer examination of all other qualifications. Figure 2a. GFETQSF – Trends by Field2

Figure 2b. GFETQSF – Trends by Field, excluding “Further Education and Training – General”

2 Figures 2a and 2b are based on data shown in Appendix B, Table 3. The NQF Organising Fields are elaborated

in Appendix D.

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Figure 3. GFETQSF – Distribution by Field3

Demographics

The share of female learners in the GFETQSF was fairly steady at 54% throughout the 20-year study period. The number of qualifications awarded to women increased by 69%, from 194 234 in 1995 to 283 293 in 2014; see Figure 4. The share of African, Coloured and Indian (Black) learners in the GFETQSF increased markedly in the study period, from approximately 69% to 91% of learners with known population group. This change represented nearly a ten-fold rise in the number of qualifications awarded to black learners, from 49 415 in 1995 to 453 691 in 2014; see Figure5.

3 Figure 3 is based on data shown in Appendix B, Table 3. The NQF Organising Fields are elaborated in Appendix D.


Figure 4. GFETQSF – Trends by gender4

Figure 5. GFETQSF – Trends by population group5

4 Figure 4 is based on data shown in Appendix B, Table 4 5 Figure 5 is based on data shown in Appendix B, Table 5

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Occupational Qualifications Sub-Framework (OQSF)

Overview

Due to the high number of qualifications awarded by the South African Nursing Council in the OQSF, nursing data were separated to allow for closer examination of all other qualifications. While nursing qualifications have exhibited substantial growth, from 6 834 in 1995 to 24 028 in 20136 (an increase of 252%), the remaining fields grew exponentially from fewer than 50 qualifications in 1995 to 51 635 in 2014. Nearly a third of non-nursing achievements were at NQF Level 4. Less than 2% of non-nursing qualifications were awarded at NQF Levels higher than 5. The most common field in the OQSF – other than Nursing – was Field 6 (Manufacturing, Engineering, and Technology), closely followed by Field 3 (Business, Commerce and Management Studies), Field 5 (Education, Training and Development), Field 11 (Services) and to a lesser extent Field 8 (Law, Military Science and Security). Figure 6a. OQSF, excluding Nursing – Trends by NQF Level7

Figure 6b. OQSF (Nursing) – Trends by NQF Level8

6 The South African Nursing Council (SANC) has not completed its data loading for 2014. 7 Figure 6a is based on data shown in Appendix B, Table 6. 8 Figure 6b is based on data shown in Appendix B, Table 7.

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Figure 7a. OQSF, excluding Nursing – Trends by Field9

Figure 7b. OQSF (Nursing) – Trend over time

9 Figures 7a and 7b are based on data shown in Appendix B, Table 8. The NQF Organising Fields are elaborated

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Figure 8. OQSF – Distribution by Field10

Demographics

The share of female learners who were awarded non-nursing OQSF qualifications grew rapidly from about 2% in 1995 to 62% in 2014. The number of non-nursing qualifications awarded to women went from a handful to 31 934 over the 20-year study period; see Figure 9. The share of black learners who were awarded non-nursing OQSF qualifications almost doubled in the study period, from approximately 47% to 92% of learners with known population group. This change represented a rapid increase in the number of qualifications awarded to black learners, from fewer than 10 in 1995 to 46 094 in 2014; see Figure 11.

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Figure 9. OQSF, excluding Nursing – Trends by gender11

Figure 10. OQSF (Nursing) – Trends by gender

11 Figures 9 and 10 are based on data shown in Appendix B, Table 9.

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Figure 11. OQSF, excluding Nursing – Trends by population group12

Figure 12. OQSF (Nursing) – Trends by population group

12 Figures 11 and 12 are based on data shown in Appendix B, Table 10.

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Higher Education Qualifications Sub-Framework (HEQSF)

Overview

The number of annual achievements in the HEQSF nearly tripled over the 20-year period between 1995 and 201413, from 70 020 to 202 653. Just less than 90% of these achievements were at NQF Levels 6, 7, and 8. The most popular field was Field 3 (Business, Commerce and Management Studies) at 29% of the achievements. This was followed by Field 5 (Education, Training and Development) and Field 9 (Health Sciences and Social Services) at 22% and 13%, respectively. Figure 13. HEQSF – Trends by NQF Level14

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The Public Higher Education component of the HEQSF data for 2014 was uploaded only in March 2016, one

month after most of the data analysis was completed for this report. Refer to the methodology in Appendix A for how the 2014 dataset was incorporated.

14 Figure 13 is based on data shown in Appendix B, Table 11.

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Figure 14. HEQSF – Trends by Field15

Figure 15. HEQSF – Distribution by Field16

15 Figure 14 is based on data shown in Appendix B, Table 12. 16 Figure 15 is based on data shown in Appendix B, Table 12. The NQF Organising Fields are elaborated on in

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Demographics

The share of female learners in the HEQSF increased slowly throughout the 20-year study period, from 48% to approximately 60%. The number of qualifications awarded to women went from 33 347 in 1995 to 116 547 in 2013; see Figure 16. The share of black learners in the HEQSF also increased in the study period, from 47% to approximately 76% of learners with known population group. The number of achievements of black learners more than quadrupled in the same timeframe, from 32 312 in 1995 to 147 006 in 2013; see Figure17. Figure 16. HEQSF – Trends by gender17

Figure 17. HEQSF – Trends by population group18

17 Figure 16 is based on data shown in Appendix B, Table 13. 18 Figure 17 is based on data shown in Appendix B, Table 14.

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Pathways

Overall movement

Approximately 9.5 million people obtained at least one qualification or professional designation in the 20-year study period between 1995 and 2014. Each qualification or designation is considered a step in the learner’s educational and professional pathway. Steps from before 1995 and after 2014 were not included in the study, even for learners whose pathways included one or more steps taken during the study period. It was observed that on average, learners take 4 to 5 years between the completion of their first step in the pathway and the completion of their second. Therefore, the pathway analysis has been limited to individuals who were awarded their first qualification or designation before 2010, which is around 6.7 million people. The graph below is a snapshot in time, and depicts a cohort of learners moving through the system between 1995 and 2014. Four-fifths of them showed a single-step path. The last fifth went on to continue their education and development by acquiring further qualifications or designations; see Figure 18. Figure 18. Number of steps

A total of 47% of learners who first obtained nursing qualifications pursued additional qualifications , followed closely by 35% of learners who first obtained a Higher Education qualification; see Figure 19. Although it might be expected that learners who first obtained a qualification at a lower NQF Level would choose to continue their education at higher levels, it was found that NQF Level 07 had the highest proportion (43%) of learners with 2 or more steps; see Figure 20. There were three fields that had more than 35% of the learners progress through a multi-step pathway: Field 7 (Human and Social Studies), Field 10 (Physical, Mathematical, Computer and Life Sciences) and Nursing; see Figure 21.

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Figure 19. Percentage of learners moving along multi-step pathways after the initial step, by Sub-Framework, in the period 1995-2014

Figure 20. Percentage of learners moving along multi-step pathways after the initial step, by NQF Level, in the period 1995-2014

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09

NQF Level

10

Trade

Pe

rce

nta

ge

of

lea

rne

rs

NQF level of initial step


Figure 21. Percentage of learners moving along multi-step pathways after the initial step, by Field of initial step between 1995 and 2014

Transition after initial step

For learners who progressed through a multi-step pathway, the transition from their first to second step generally occurred within the same field and sub-framework and often towards a higher NQF Level. However, in some cases, the learner switched paths by achieving a qualification in a new field, different sub-framework, or same/lower NQF level. More than 4 out of 5 learners obtaining their first qualification in Field 5 (Education, Training, and Development) went on to obtain a second qualification in the same field. About three-quarters of learners obtaining their first qualification in Nursing or in Field 12 (Physical Planning and Construction) did the same; see Figure 22.

48%

47%

46%

34%

33%

32%

29%

29%

27%

21%

20%

20%

17%

15%

8%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

10-Physical, Mathematical, Computer and Life Sciences

Nursing

07-Human and Social Studies

12-Physical Planning and Construction

03-Business, Commerce and Management Studies

05-Education, Training and Development

09-Health Sciences (other than Nursing) and Social Services

01-Agriculture and Nature Conservation

02-Culture and Arts

06-Manufacturing, Engineering and Technology

04-Communication Studies and Language

08-Law, Military Science and Security

Further Education and Training -General

11-Services

Trade

Percentage of learners

Fie

ld o

f in

itia

l st

ep


Figure 22. Field agreement between first and second step by field of initial step, for learners who took multi-step pathways between 1995 and 2014

Note: The field “Further Education and Training” has been excluded from the graph because very few learners obtain a second qualification in the same field.

On the other hand, there were five fields in which more than 50% of learners switched to a different field from their first qualification to the second: Field 2 (Culture and Arts), Field 4 (Communication Studies and Language), Field 7 (Human and Social Studies), Field 9 (Health Sciences other than Nursing and Social Services), and Trade; see Figure 23.

62%

45%

69%

20%

88%

50%

35%

67%

45%

57%

54%

75%

76%

12%

38%

55%

31%

80%

12%

50%

65%

33%

55%

43%

46%

25%

24%

88%

0% 20% 40% 60% 80% 100%


02-Culture and Arts

03-Business, Commerce and Management Studies


05-Education, Training and Development

06-Manufacturing, Engineering and Technology


08-Law, Military Science and Security

09-Health Sciences (other than Nursing) and Social Services

10-Physical, Mathematical, Computer and Life Sciences

11-Services


Nursing

Trade

Fie

ld o

f in

itia

l st

ep

Same Different


Figure 23. Second field in the learning pathways of people who switched fields, by initial field in the period 1995-2014

Over half of all learners obtaining their first qualification between NQF Levels 1 and 7 (inclusive)

went on to attain a second qualification at a higher NQF Level. Those obtaining their first

qualification at NQF Level 8 or higher were much more likely to do a further qualification at the

same level or go down to a lower level for their second qualification; see Figure 24.

0.2%

0.7%

0.1%

1.1%

1.2%

0.8%

2.3%

0.1%

5.0%

6.9%

7.7%

14.8%

6.1%

1.8%

2.4%

1.6%

0.4%

17.8%

22.7%

36.2%

5.0%

4.3%

3.2%

1.5%

0.2%

2.3%

28.8%

9.9%

15.2%

7.8%

0.1%

1.2%

1.9%

5.1%

2.0%

0.9%

8.6%

9.3%

9.9%

2.5%

1.2%

1.2%

0.7%

4.3%

0.4%

1.2%

1.2%

0.5%

1.8%

1.9%

1.8%

1.2%

0.3%

0.9%

7.0%

2.0%

14.2%

0.1%

0.5%

33.0%

0.7%

1.9%

0.5%

5.1%

0.1%

0.1%

0% 10% 20% 30% 40% 50%

02-Culture and Arts



09-Health Sciences and Social Services

Trade

Second field in learning pathway

Init

ial F

ield

Field 01

Field 02

Field 03

Field 04

Field 05

Field 06

Field 07

Field 08

Field 09

Field 10

Field 11

Field 12

Further E&T -General

Nursing

Trade


Figure 24. Change in NQF Level between first and second step, both taken in the period 1995-

2014, by NQF Level of initial step

Note: Movement denoted as “Other” is usually related to learners obtaining a professional designation or a Trade qualification as their second step.

The majority of learners with two or more steps remained in the Sub-Framework of their initial step.19 However, as would be expected, those starting in the GFETQSF were most likely to transition over to the HEQSF. Similarly, the majority of those individuals who first obtained a professional designation went on to receive a Nursing qualification in the OQSF.

19

For HEQSF to HEQSF, this was because the preceding GFETQSF qualifications were awarded prior to 1995.

10%3%

14%

6%11%

25%

5%

32%

22% 25%

90%

94% 75%

71%

85%63%

84%

39%

45%

2%

9%

23%

4%10% 9%

20% 28%

69%

0% 2% 0% 1% 1% 2%

8% 5% 6%

NQF Level

01

NQF Level

02

NQF Level

03

NQF Level

04

NQF Level

05

NQF Level

06

NQF Level

07

NQF Level

08

NQF Level

09

NQF Level

10

Pe

rce

nta

ge c

han

ge

NQF Level of Initial Step

Other

Lower Level

Higher Level

Same Level


Figure 25. Sub-Framework of second step taken in the period 1995-2014, by Sub-Framework of initial step in that period

Note: Designations are not part of any Sub-Framework; hence they are shown separately.

Final outcomes

Qualifications awarded in the GFETQSF are typically a stepping stone in the educational and professional pathways of most learners. But it is also important to note the role of occupational qualifications as well as higher education qualifications in many pathways; see Figure 26. At least a third of multi-step learners in the OQSF and the HEQSF returned to their respective Sub-Framework to obtain additional qualifications. Also, half of all professional designations were granted to individuals with higher education qualifications.

14%9%

4%

16%

73%

0%3%

18%

7%

2%

76%

1%

55%

63%

16%20%

93%

27%

0%3%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

GFETQSF OQSF OQSF (NURSING) HEQSF DESIGNATIONS

Sub-Framework of Initial Step

DESIGNATIONS

HEQSF

OQSF (NURSING)

OQSF

GFETQSF


Figure 26. Sub-Framework of initial step taken in the period 1995-2014 by Sub-Framework of last step in that period (for pathways with 2-5 steps only)

Note: Designations are not part of any Sub-Framework; hence they are shown separately.

Common pathways

Amongst all learners, the most common pathway was a single-step Further Education and Training qualification in the GFETQSF at NQF level 04. This path was exhibited by 4.45 million learners, which is 60 times the number of learners of the second most common pathway. Out of the next 30 pathways, seventeen of them consisted of a single step. Another twelve pathways included two steps and only one pathway included three steps; see Figure 27.

96%

85%

61%65%

47%

2%

10%

1%1%

1%

1%

36%

1%

5% 3%

33%

50%

3%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

GFETQSF OQSF OQSF (NURSING)

HEQSF DESIGNATIONS

Sub-Framework of Last Step

DESIGNATIONS

HEQSF

OQSF (NURSING)

OQSF

GFETQSF


Figure 27. Most common thirty learning pathways followed between 1995 and 2014 other than the single-step path, Further E&T (GFETQSF,04) followed by 4.45 million people

Pathway: Field (and Sub-Framework and NQF Level) > Field (and Sub-Framework and NQF Level)

0 10 20 30 40 50 60 70 80

05-Education, Training, and Development (HEQSF, 06)

06-Manufacturing, Engineering and Technology (GFETQSF, 03)

03-Business, Commerce and Management Studies (HEQSF, 07)

Further E&T (GFETQSF, 04) > 06-Manufacturing, Engineering and Technology (GFETQSF, 03)

Further E&T (GFETQSF, 04) > 03-Business, Commerce and Management Studies (HEQSF, 07)

Further E&T (GFETQSF, 04) > 03-Business, Commerce and Management Studies (HEQSF, 06)



07-Human and Social Studies (HEQSF, 07)

Further E&T (GFETQSF, 04) > 09-Health Sciences (other than Nursing) and Social Services (HEQSF, 08)

Further E&T (GFETQSF, 04) > 05-Education, Training, and Development (HEQSF, 08)


Further E&T (GFETQSF, 04) > Nursing (OQSF, 03)

Further E&T (GFETQSF, 04) > 03-Business, Commerce and Management Studies (HEQSF, 07 >> 08)

09-Health Sciences (other than Nursing) and Social Services (HEQSF, 06)

Further E&T (GFETQSF, 04) > 07-Human and Social Studies (HEQSF, 07)

Nursing (OQSF, 05)


Further E&T (GFETQSF, 04) > 09-Health Sciences (other than Nursing) and Social Services (HEQSF, 06)

Nursing (OQSF, 03)





Nursing (OQSF, 06)

04-Communication Studies and Language (GFETQSF, 01)

05-Education, Training, and Development (HEQSF, 06 >> 08)

Further E&T (GFETQSF, 04) > Nursing (OQSF, 05)

Further E&T (GFETQSF, 04) > 10-Physical, Mathematica.. (HEQSF, 07)

Further E&T (GFETQSF, 04) > 08-Law, Military Science.. (OQSF, 05)

Number of people (thousands)

Pa

th

wa

y : F

ield

(S

ub

-Fra

me

wo

rk

, N

QF Le

ve

l) >

Fie

ld (S

ub

-Fra

me

wo

rk

, N

QF L

ev

el)

1-step 2-steps 3-steps


Appendix A – Methodological notes

Collaboration between the South African Qualifications Authority (SAQA) and the National

Student Clearinghouse (NSC, USA)

This study was a collaborative project between SAQA’s National Learners’ Records Database (NLRD)

and the National Student Clearinghouse (NSC) of the USA. All of the records that were analysed are

stored on the NLRD, and were extracted at SAQA from the NLRD for this study. Information about

the NLRD appears on the SAQA website, www.saqa.org.za, and the NLRD can be contacted on

[email protected].

The data transformation and analysis were undertaken for SAQA, and in close consultation with

SAQA, by the NSC Research Center, the research arm of the NSC. The Research Center collaborates

with American higher education institutions, states, school districts, high schools, and educational

organisations as part of a national effort to better inform education leaders and policymakers in the

USA. Through accurate longitudinal data outcomes reporting, the Research Center enables better

educational policy decisions leading to improved student outcomes.

To learn more, visit http://research.studentclearinghouse.org.

Data selection

All learner achievements of full qualifications awarded, and professional designations granted,

between 1995 and 2014 that have been reported to the South African Qualifications Authority

(SAQA) and loaded onto the NLRD were included in this study.

Qualifications where the learners were still enrolled were excluded, as well as foreign qualifications,

short courses, and other part-qualifications.

Data transformation

Some values were combined, for instance, the very small number of records, where either the

learner or the provider was not prepared to state the learner’s population group, was combined

with unknown population group.

“Legacy” qualifications achieved during the first six years of the study, as incorporated into the NLRD

from the former Register of Graduates of the HSRC, were assigned to the relevant sub-frameworks

where this had not already been done.

Analysis

The NSC Research Center examined the data on qualification achievements and designations (1995

to 2014), and produced the tables, graphs and text for the study.

Sub-Frameworks

The Sub-Framework of each qualification corresponds with the Quality Council responsible for that

qualification. Because there were so many Nursing records, the Nursing qualifications were placed in


a pseudo Sub-Framework, to separate them from other OQSF qualifications in order to explore the

trends more fully.

In the HEQSF, the number of actual achievements from 1995 to 2013 is as per the loaded data. The

Public Higher Education component of the HEQSF data for 2014 was not available at the time of

performing the detailed data extraction and analysis for this report, as the dataset was loaded after

this was done. However, after the load and once the total number of Higher Education

achievements for 2014 was known, the proportions of this total for NQF Level, Field, etc were

estimated based on the previous three years. An addendum will be provided once the updated data

has been analysed and the exact proportions are known.

Weighting learner data between 1995 and 1998

At the time that the NLRD Trends Report 2 (Public Higher Education, 1995 to 2004) was produced,

gap estimates were done due to missing data in the years 1995 to 1998. These gap estimates were

replicated in the current study. The corrections were made by weighting the raw data based on the

year, NQF Level, equity, and gender. Due to differences in the granularity of the fields, weightings

were applied evenly across all fields.

No other gap estimates were done for the current study.

Pathways

Each qualification or professional designation awarded to a person between 1995 and 2014 was

considered a step in their overall pathway. If more than one qualification was awarded in the same

year, the one with the lowest NQF Level and/or Qualification Type20 was listed first.

20

SAQA provided rankings of Qualification Types by the NQF Level most commonly associated with them


Appendix B – Results tables Table 1. Total number of qualification achievements by Sub-Framework

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

GFETQSF 351 233 372 055 343 744 329 844 305 935 338 418 326 812 357 983 376 160 378 203

OQSF (non-Nursing) 44 93 85 117 752 273 1 222 3 793 9 181 11 378

OQSF (Nursing) 6 834 7 531 6 926 6 907 8 424 7 574 8 746 9 751 11 943 15 814

HEQSF 70 020 77 211 83 223 81 007 89 898 91 030 94 996 101 267 107 112 117 146

All 428 131 456 890 433 978 417 875 405 009 437 295 431 776 472 794 504 396 522 541

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

GFETQSF 402 431 402 052 446 942 423 848 418 590 466 424 457 275 487 954 557 748 514 021

OQSF (non-Nursing) 44 451 31 666 33 116 40 024 56 033 71 184 66 593 71 935 60 441 51 635

OQSF (Nursing) 16 045 18 627 15 992 17 890 19 676 21 108 21 633 22 381 24 028 10 030

HEQSF21

120 885 127 065 128 617 139 439 150 832 148 943 186 213 184 283 192 457 202 653

All 583 812 579 410 624 667 621 201 645 131 707 659 731 714 766 553 834 674 778 339

Table 2. Number of qualification achievements by NQF Level in the GFETQSF

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

NQF Level 01

65 1 283 1 616 2 337

NQF Level 03 9 606 10 687 9 341 10 320 11 268 11 139 11 542 11 160 11 662 11 671

NQF Level 04 341 627 361 368 334 403 319 524 294 667 327 279 315 205 345 540 362 882 364 195

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

NQF Level 01 1 965 2 196 3 054 3 369 4 469 9 235 16 373 21 210 23 339 17 874

NQF Level 02

3 525 7 181 15 688 22 347 24 389 20 109 22 239 20 854

NQF Level 03 12 113 13 600 14 823 18 510 11 929 14 174 17 571 21 194 21 690 28 178

NQF Level 04 388 353 386 256 425 540 394 788 386 504 420 668 398 942 425 441 490 480 447 115

21

The HEQSF total for 2014, as used in the analysis, is stated in this table. The subsequent Public Higher Education upload brought the total number of HEQSF qualification achievements for 2014 to 202 653.


Table 3. Number of qualification achievements by Field in the GFETQSF

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

01-Agriculture and Nature Conservation 35 65 59 86 52 45 56 33 33 23

02-Culture and Arts 46 41 80 82 71 74 64 91 69 57

03-Business Commerce and Management Studies 2 293 2 392 2 336 1 846 1 606 1 465 1 535 1 459 1 336 1 495


65 1 283 1 616 2 337

05-Education Training and Development 357 259 104 147 70 26 36 36 19 4

06-Manufacturing Engineering and Technology 8 329 8 759 7 121 8 260 9 440 9 219 9 602 9 278 10 024 9 894

08-Law Military Science and Security

09-Health Sciences and Social Services 92 103 74 49 66 36 22 22 9 6

10-Physical Mathematical Computer and Life Sciences 50 76 128 139 143 164 114 105 68 86

11-Services 175 183 218 192 143 140 131 159 94 86

12-Physical Planning and Construction 15 9 12 12 16 17 8 7 11 20

Further Education and Training - General 339 841 360 168 333 612 319 031 294 328 327 232 315 179 345 510 362 881 364 195

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

01-Agriculture and Nature Conservation 40 27 148 247 729 884 875 894 874 892

02-Culture and Arts 65 116 75 158 41 2 03-Business Commerce and

Management Studies 1 251 1 648 3 026 5 480 9 953 14 720 17 183 15 837 16 289 13 085

04-Communication Studies and Language 1 965 2 196 3 054 3 369 4 469 505 19

05-Education Training and Development 5 8 2 3 84 9 159 17 194 21 847 24 136 18 896


08-Law Military Science and Security 63 482 1 112 1 631 1 853 2 092 1 882

09-Health Sciences and Social Services 13 2

291

10-Physical Mathematical Computer and Life Sciences 95 105 273 623 799 1 213 1 691 1 102 988 1 074

11-Services 73 78 511 1 143 3 060 4 007 4 943 4 970 5 266 4 889

12-Physical Planning and Construction 14 15 631 1 665 3 390 6 624 7 438 5 194 4 941 4 297

Further Education and Training - General 388 353 386 256 425 540 394 788 385 970 419 356 394 458 420 234 485 760 445 227

Table 4. Number of qualification achievements by gender in the GFETQSF

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

Female 194 234 202 212 185 882 176 365 162 988 180 033 176 656 191 819 202 252 204 620

Male 156 999 169 843 157 862 153 479 142 947 158 385 150 156 166 164 173 908 173 583

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Female 215 817 215 857 243 572 228 534 227 097 255 247 249 746 268 328 311 735 283 293

Male 186 614 186 195 203 370 195 314 191 493 211 177 207 529 219 626 246 013 230 728


Table 5. Number of qualification achievements by population group in the GFETQSF

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

African 47 542 49 205 47 634 52 161 56 728 57 035 60 224 70 775 75 874 79 647

Coloured 993 2 440 3 077 6 829 7 193 7 609 8 223 9 326 9 206 8 862

Indian 880 1 767 6 017 6 503 6 680 6 998 7 406 8 067 8 450 8 265

White 21 816 19 206 20 750 26 271 26 052 29 445 29 595 30 178 29 994 28 206

Unknown 280 002 299 437 266 266 238 080 209 282 237 331 221 364 239 637 252 636 253 223

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

African 92 293 92 554 107 189 279 367 294 680 346 394 346 152 376 555 433 897 401 361

Coloured 9 010 9 567 9 747 32 381 32 948 36 067 32 502 35 529 40 305 38 126

Indian 7 181 5 811 7 422 15 872 14 487 14 281 10 407 13 805 19 346 14 204

White 28 058 28 186 28 348 50 816 49 393 48 351 45 483 44 886 45 912 43 653

Unknown 265 889 265 934 294 236 45 412 27 082 21 331 22 731 17 179 18 288 16 677

Table 6. Number of qualification achievements by NQF Level in the OQSF – excluding Nursing

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

NQF Level 01 3 10 11 14 9 4 8 9 83 565

NQF Level 02

1

3 4 24 141 1 345 1 835

NQF Level 03 38 75 65 97 100 133 682 1 369 2 074 3 565

NQF Level 04 1 4 5 3 14 68 461 1 757 4 695 4 638

NQF Level 05

2 11 188 588 686

NQF Level 06 1

2

8 48

NQF Level 07

NQF Level 08

1 1 1 9 12 20 42 25 24

Trade - Undefined 1 2 3 2 617 50 14 287 363 17

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

NQF Level 01 7 763 3 843 4 915 4 631 8 812 7 807 6 529 4 664 5 633 4 221

NQF Level 02 6 497 5 328 7 579 8 019 11 608 16 066 8 327 14 547 8 535 8 046

NQF Level 03 5 716 5 320 5 774 6 909 8 403 13 399 13 231 9 185 9 109 11 713

NQF Level 04 12 198 11 118 9 527 14 343 20 011 21 927 24 404 21 029 18 278 16 214

NQF Level 05 11 976 5 019 4 648 5 044 5 125 9 270 11 210 20 191 17 305 9 550

NQF Level 06 193 584 375 430 204 759 1 213 1 455 990 1 605

NQF Level 07

87 82 117

114 16 2 181 22

NQF Level 08 105 75 86 192 262 280 145 153 49 2

Trade - Undefined 3 292 130 339 1 608 1 562 1 518 709 361 262


Table 7. Number of qualification achievements by NQF Level in the OQSF – Nursing only

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

NQF Level 03 917 798 940 809 722 1 296 1 828 3 028 4 146 6 572

NQF Level 05 1 925 1 908 2 101 2 115 3 086 2 143 2 850 3 078 3 733 5 469

NQF Level 06 3 992 4 825 3 885 3 983 4 616 4 135 4 068 3 645 4 064 3 773

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

NQF Level 03 6 614 7 706 6 573 6 670 6 393 6 336 5 712 6 027 8 789 3 126

NQF Level 05 5 368 6 208 5 729 7 306 8 703 8 943 8 659 9 893 10 172 5 096

NQF Level 06 4 063 4 713 3 690 3 914 4 580 5 829 7 262 6 461 5 067 1 808

Table 8. Number of qualification achievements by Field in the OQSF

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004


10 32

02-Culture and Arts

28 96

03-Business Commerce and Management Studies

1 1 1 9 13 20 42 37 701

05-Education Training and Development

1

232 626 643

06-Manufacturing Engineering and Technology 1 1 1 3 9 59 434 922 2 343 4 466

08-Law Military Science and Security

65 36

09-Health Sciences and Social Services 1

2 5 8 118 337 472 712

10-Physical Mathematical Computer and Life Sciences

107 349

11-Services 1 2 2

3 8 45 802 3 710 2 561


1 2 28 38

Trade 41 89 81 111 726 184 604 1 456 1 755 1 744

Nursing 6 834 7 531 6 926 6 907 8 424 7 574 8 746 9 751 11 943 15 814

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

01-Agriculture and Nature Conservation 254 1 499 1 236 2 058 1 811 2 180 2 171 2 777 3 665 1 738

02-Culture and Arts 673 2 133 703 794 689 467 92 747 347 613


04-Communication Studies and Language 1 78 147 115 122 153 34 248 392 585

05-Education Training and Development 7 301 2 788 3 497 6 214 8 893 10 742 12 969 10 541 10 692 8 186



252 202

08-Law Military Science and Security 10 457 7 049 5 074 4 985 3 873 2 255 2 251 10 386 9 565 5 840

09-Health Sciences and Social Services 1 304 1 608 3 492 3 901 6 009 5 138 4 573 4 352 8 208 7 969

10-Physical Mathematical Computer and Life Sciences 346 322 452 435 252 2 199 3 065 7 802 6 369 5 418

11-Services 8 775 3 269 4 754 3 426 6 219 8 073 9 803 15 184 6 102 5 410

12-Physical Planning and Construction 336 464 821 1 724 1 441 5 302 2 150 1 828 1 297 1 891

Trade 2 180 1 768 1 544 1 927 3 975 4 348 4 692 710 361 262

Nursing 16 045 18 627 15 992 17 890 19 676 21 108 21 633 22 381 24 028 10 030


Table 9. Number of qualification achievements by gender in the OQSF

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

Non-nursing

Female 1 5 2 3 64 47 99 1030 3013 3183

Male 42 88 83 114 688 214 1116 2652 5562 7785

Unknown 1 12 7 111 606 410

Nursing

Female 6 360 6 967 6 338 6 344 7 700 6 968 8 049 8 935 10 988 14 413

Male 474 564 588 563 724 606 696 816 955 1 401

Unknown 1

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Non-nursing

Female 22136 12936 14899 19271 31461 39500 37406 39789 36425 31934

Male 21851 17942 17067 19555 23808 30573 28722 32046 23934 19637

Unknown 464 788 1150 1198 764 1111 465 100 82 64

Nursing

Female 14 431 16 698 14 407 16 241 17 786 19 002 19 365 20 172 21 832 9 126

Male 1 614 1 929 1 585 1 637 1 886 2 106 2 268 2 208 2 196 904

Unknown 12 4 1


Table 10. Number of qualification achievements by population group in the OQSF

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

Non-nursing

African 3 9 12 12 371 55 402 980 2 771 5 035

Coloured 1 3 2 2 70 16 62 363 699 1 090

Indian 3 9 3 1 15 19 67 245 438 778

White 8 21 19 27 230 101 540 1 761 3 127 3 349

Unknown 29 51 49 75 66 82 151 444 2 146 1 126

Nursing

African 3 622 4 428 3 971 4 591 6 380 5 978 7 198 7 872 9 678 13 246

Coloured 776 663 530 510 667 530 468 513 657 798

Indian 205 156 163 143 296 214 241 287 350 578

White 2 226 2 196 2 139 1 507 899 663 637 945 1 080 1 021

Unknown 5 88 123 156 182 189 202 134 178 171

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Non-nursing

African 31 905 21 197 21 546 26 266 37 389 46 780 44 005 53 793 45 698 40 288

Coloured 4 924 2 977 3 833 4 460 5 622 7 797 6 645 6 690 7 207 4 730

Indian 1 471 1 133 1 257 1 256 2 481 3 362 2 514 2 015 1 448 1 076

White 4 747 4 545 4 320 6 067 9 062 11 191 12 238 8 686 4 942 3 931

Unknown 1 404 1 814 2 160 1 975 1 479 2 054 1 191 751 1 146 1 610

Nursing

African 13 432 15 207 13 451 15 469 17 035 17 975 14 991 16 126 18 032 7 432

Coloured 837 1 231 881 890 913 902 802 878 754 406

Indian 555 720 498 442 501 469 452 420 426 215

White 1 015 1 203 1 002 853 813 732 726 778 687 388

Unknown 206 266 160 236 414 1 030 4 662 4 179 4 129 1 589


Table 11. Number of qualification achievements by NQF level in the HEQSF

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

Level 05 2 992 4 960 3 235 991 4 636 3 600 3 589 3 980 4 153 6 403

Level 06 14 419 16 597 17 490 17 355 27 465 22 849 27 178 28 804 29 075 32 291

Level 07 27 297 30 519 32 991 32 707 34 442 36 925 34 057 35 235 37 168 36 827

Level 08 20 151 20 888 24 141 23 878 17 778 21 025 22 778 25 296 28 135 32 630

Level 09 4 354 3 629 4 618 5 231 4 859 5 814 6 538 6 971 7 533 7 895

Level 10 807 618 748 845 718 817 856 981 1 048 1 100

2005 2006 2007 2008 2009 2010 2011 2012 2013 201422

Level 05 7 719 7 032 4 979 7 404 9 592 9 752 10 291 13 488 10 813 12 453

Level 06 31 685 36 953 39 562 43 809 46 960 46 779 53 235 49 465 46 773 53 808

Level 07 35 123 36 685 37 150 39 103 41 580 41 804 50 815 51 225 57 248 57 341

Level 08 37 140 37 382 38 102 40 394 43 211 41 964 59 060 56 997 64 684 65 064

Level 09 8 028 7 910 7 548 7 548 8 108 7 411 11 040 11 104 10 875 11 886

Level 10 1 190 1 103 1 276 1 181 1 381 1 233 1 772 2 004 2 064 2 102

22

The HEQSF 2014 figures are estimated based on methodology outlined in Appendix A.


Table 12. Number of qualification achievements by field in the HEQSF

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

01-Agriculture and Nature Conservation 1 009 980 1 025 1 265 1 161 1 528 1 487 1 465 1 544 1 524

02-Culture and Arts 812 891 1 035 1 478 1 533 1 595 1 860 2 209 2 332 2 587


04-Communication Studies and Language 1 043 789 1 001 991 2 372 1 985 1 690 1 836 1 930 1 976



07-Human and Social Studies 14 522 17 575 18 597 16 284 10 309 10 011 8 031 7 288 7 426 8 465



10-Physical Mathematical Computer and Life Sciences 6 521 7 621 7 506 9 043 5 950 6 631 7 069 7 901 8 342 9 095

11-Services 114 42 74 250 1 027 917 1 027 1 229 1 388 1 619

12-Physical Planning and Construction 1 685 1 391 1 419 1 618 2 846 2 713 3 201 3 430 3 522 3 783

Undefined 22 19 217 10 563 949 1 090 1 097 702 799

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

23

01-Agriculture and Nature Conservation 1 774 1 902 1 985 1 937 1 999 2 089 2 678 2 978 3 372 3 250

02-Culture and Arts 2 573 2 782 2 806 2 677 3 064 3 015 3 928 5 030 3 569 4 509


04-Communication Studies and Language 2 106 2 178 2 124 2 189 2 390 2 280 2 804 2 992 3 534 3 359



07-Human and Social Studies 9 137 9 978 9 684 10 073 10 899 10 893 12 734 13 574 14 719 14 769



10-Physical Mathematical Computer and Life Sciences 9 570 9 850 10 040 11 170 11 022 10 509 13 649 15 628 15 166 15 999

11-Services 1 589 1 657 1 813 1 885 2 106 2 219 2 593 2 658 2 603 2 827

12-Physical Planning and Construction 4 263 4 851 5 411 5 710 6 065 6 179 7 184 6 916 7 546 7 792

Undefined 997 1 123 992 988 1 043 826 1 567 1 506 1 551 1 665

23

The HEQSF 2014 figures are estimated based on methodology outlined in Appendix A.


Table 13. Number of qualification achievements by gender in the HEQSF

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

Female 33 347 39 116 42 647 42 100 48 652 51 393 54 519 58 584 62 083 67 982

Male 36 663 38 094 40 575 38 907 38 226 39 395 40 367 42 682 45 028 49 164

Unknown 10 1 1 0 3 020 242 110 1 1

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

24

Female 70 855 75 309 75 928 82 994 91 490 89 996 112 364 110 417 116 547 122 152

Male 50 028 51 754 52 688 56 443 59 341 58 944 73 849 73 865 75 910 80 501

Unknown 2 2 1 2 1 3 1

Table 14. Number of qualification achievements by population group in the HEQSF

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

African 24 168 32 517 34 716 34 405 45 751 48 288 50 270 53 988 56 984 64 811

Coloured 3 420 4 196 4 360 4 021 4 343 4 382 4 934 5 271 6 335 6 685

Indian 4 724 4 967 5 776 5 349 4 441 5 895 6 224 6 832 7 376 7 848

White 36 051 34 824 35 980 34 735 31 858 32 073 33 317 34 901 35 991 37 474

Unknown 1 657 706 2 391 2 496 3 505 392 251 275 426 328

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

25

African 66 446 71 740 72 968 80 928 89 449 91 947 113 654 115 433 123 671 126 987

Coloured 7 302 7 844 7 975 8 938 10 475 11 088 11 982 11 924 12 063 12 948

Indian 8 159 8 150 8 413 8 947 8 865 8 718 10 668 11 047 11 272 11 875

White 38 743 39 013 38 834 40 214 41 588 36 458 49 145 45 008 44 415 49 882

Unknown 235 318 427 412 455 732 764 871 1 036 962

24

The HEQSF 2014 figures are estimated based on methodology outlined in Appendix A. 25 The HEQSF 2014 figures are estimated based on methodology outlined in Appendix A.


Appendix C – Providers A total of 3 932 providers awarded the qualifications that are reported on in this study, and subsequently submitted the learner records to the NLRD, via the Quality Council responsible for the quality assurance of each qualification. The providers’ contribution to comprehensive record-keeping in South Africa is acknowledged. The largest concentration (31%) of these providers is in Gauteng, while a further 18% maintain a national footprint rather than a provincial one; see Figure 28. Figure 28. Number of Providers by Province

South Africa National

72418%

Eastern Cape2326%

Free State1063%

Gauteng123031%

Kwazulu/Natal48012%

Limpopo1223%

Mpumalanga1343%

North West1083%

Northern Cape261%

Western Cape58215%

Unknown1885%


Appendix D – NQF Architecture and Organising Fields

NQF Architecture

National Qualifications Framework

Level Sub-framework and qualification types

10

Hig

her

Ed

uca

tio

n Q

ual

ific

atio

ns

Sub

-Fra

mew

ork

Doctoral Degree

Occ

up

atio

nal

Qu

alif

icat

ion

s Su

b-F

ram

ewo

rk

Doctoral Degree (Professional)

9 Master’s Degree

Master’s Degree (Professional)

8

Bachelor Honours Degree Occupational Certificate

(Level 8) Postgraduate Diploma

Bachelor’s Degree

7 Bachelor’s Degree Occupational Certificate

(Level 7) Advanced Diploma

6 Diploma Occupational Certificate

(Level 6) Advanced Certificate

5 Higher Certificate Occupational Certificate

(Level 5)

4

Gen

eral

an

d F

urt

her

Ed

uca

tio

n a

nd

Trai

nin

g Q

ual

ific

atio

ns

Su

b-

Fram

ewo

rk

National Certificate Occupational Certificate

(Level 4)

3 Intermediate Certificate Occupational Certificate

(Level 3)

2 Elementary Certificate Occupational Certificate

(Level 2)

1 General Certificate Occupational Certificate

(Level 1)


NQF Organising Fields

Field 01 Agriculture and Nature Conservation

Field 02 Culture and Arts

Field 03 Business, Commerce and Management Studies

Field 04 Communication Studies and Language

Field 05 Education, Training and Development

Field 06 Manufacturing, Engineering and Technology

Field 07 Human and Social Studies

Field 08 Law, Military Science and Security

Field 09 Health Sciences and Social Services

Field 10 Physical, Mathematical, Computer and Life Sciences

Field 11 Services

Field 12 Physical Planning and Construction


Appendix E – Acronyms and Glossary

List of Acronyms

CHE Council on Higher Education

GFETQSF General and Further Education Qualifications Sub-Framework

HEQSF Higher Education Qualifications Sub-Framework

HSRC Human Sciences Research Council

OQSF Occupational Qualifications Sub-Framework

NLRD National Learners’ Records Database

NQF National Qualifications Framework

QCTO Quality Council for Trades and Occupations

SANC South African Nursing Council

SAQA South African Qualifications Authority


Glossary of Terms

Term Definition

Articulation The process of forming possibilities of connection between qualifications and/or part-qualifications to allow for the vertical, lateral and diagonal movement of learners through the formal education and training system and its linkages with the world of work

General and Further Education and Training Qualifications Sub-Framework (GFETQSF)

The Sub-Framework of the NQF for General and Further Education and Training that is developed and managed by Umalusi

Higher Education Qualifications Sub-Framework (HEQSF)

The Sub-Framework of the NQF for Higher Education that is developed and managed by the Council on Higher Education (CHE)

Learner An inclusive term referring to anyone learning, including pupils at school; students at colleges, traditional universities, comprehensives, and universities of technology; apprentices, learners in learnerships, interns; people undergoing training, and people learning non-formally and informally as well as people enrolled for particular qualifications or part-qualifications

National Qualifications Framework (NQF)

The comprehensive system, approved by the Minister for Higher Education and Training, for the classification, co-ordination, registration and publication of articulated and quality-assured national qualifications and part-qualifications

National Learners’ Records Database (NLRD)

The electronic management information system of the NQF under the authority of SAQA, which contains records of qualifications, part-qualifications, learner achievements, recognised professional bodies, professional designations and all related information such as registrations and accreditations

Occupational Qualifications Sub-Framework (OQSF)

The Sub-Framework of the NQF, for Trades and Occupations, that is developed and managed by the Quality Council for Trades and Occupations (QCTO)

Part-Qualification An assessed unit of learning with a clearly defined purpose that is, or will be, registered as part of a qualification on the NQF

Pathway Sequencing of qualifications that allows learners to move vertically, diagonally and, in some cases, horizontally, through NQF levels, giving learners recognition for full or partially completed qualifications or part-qualifications

Professional Designation A title or status conferred by a professional body in recognition of a person's expertise and/or right to practise in an occupational field

Provider A legally established institution (public or private) that has been recognised, usually for a particular period of time, by a QC or its appointed agent, as having the capacity or provisional capacity to offer a qualification or part-qualification registered on the NQF at the required standard


Term Definition

Qualification A registered national qualification consisting of a planned combination of learning outcomes which has a defined purpose or purposes, intended to provide qualifying learners with applied competence and a basis for further learning and which has been assessed in terms of exit level outcomes, registered on the NQF and certified and awarded by a recognised body

Quality Council One of the three Councils tasked with developing and managing each of the Sub-Frameworks of the NQF in order to ensure that agreed quality standards are met: CHE for the HEQSF; Umalusi for the GFETQSF; and QCTO for the OQSF

Qualification Type The classification of a qualification within a Sub-Framework of the NQF

SAQA The statutory authority established in terms of the SAQA Act (Act 58 of 1995) and continuing in terms of the NQF Act ( Act 67 of 2008), which oversees the further development and implementation of the NQF, the objectives of the NQF, and the co-ordination of the three Sub-Frameworks

Sub-Framework of the NQF One of three co-ordinated qualifications Sub-Frameworks which make up the South African NQF as a single integrated system, namely: the Higher Education Qualifications Sub-Framework (HEQSF); the General and Further Education and Training Qualifications Sub-Framework (GFETSQF); and the Occupational Qualifications Sub-Framework (OQSF)

Umalusi The Quality Council for General and Further Education and Training established by the GENFETQA Act (Act 58 of 2001). In terms of the NQF Act (Act 67 of 2008), it is tasked to support the achievement of the objectives of the NQF and to develop and manage the GFETQSF


SAQA Contact Details

Postal Address Postnet Suite 248 Private Bag X06 Waterkloof 0145 Telephone 012 431 5000

Helpdesk 086 010 3188

Fax 012 431 5039

E‐mail [email protected] [email protected]

Website www.saqa.org.za

Documents

Qualifications Awarded 3 and Learners’ Movement 2 System ...pmg-assets.s3-website-eu-west-1.amazonaws.com/... · 1992 Senior Certificate records (which will appear in future publications)