Transcript Programme renewal and HEQF alignment at SU

Programme renewal & HEQF* Alignment
at the University of Stellenbosch
Programvernuwing en HEQF*-belyning
aan die Universiteit van Stellenbosch
2009 - 2012
* Higher Education Qualifications Framework
Programme of Workshop
1.
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3.
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5.
6.
Purpose, Context , Rationale, Scope …..
HEQF and Regulations ……………………….
List of issues for policy clarification …..
Tea/coffee …………………………………………
Examples …………………………………………..
Discussion …………………………………………
–
–
40 min
40 min
10 min
20 min
20 min
60 min
Policy clarification
Format for proposals
7. Next steps
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The issue
• Government has made new laws
– Higher Education Qualifications Framework
(HEQF) – Government Gazette. 5 October 2007
– National Qualifications Bill (NQF Bill – November
2008
• All higher education institutions must comply
– New programmes as of 2009
– Existing programmes – date to be announced
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Purpose of the workshop
• Information
• Consultation
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Bologna process in Europe
• Another reason why some governments embraced Bologna was to
give cover for reforms they wanted anyway.
– Shorter, more work-related degrees appealed to the Germans, keen to
stop students hanging on for years at taxpayers’ expense.
– In France, changes to university financing have been called “Bologna”.
– In Spain “Bologna” is the excuse for introducing fees for Masters
degrees. (The Economist, May 2009)
• Many students now anathematise “Bologna” as a capitalist plot.
They plan protests in Leuven; already, students have taken to the
streets in France, Italy, Spain and Greece.
– The resemblance to the Anglo-American system, plus Bologna’s
emphasis on graduate employability, are big grievances.
– Some academics fret that the secret aim is to privatise universities.
Bologna’s endorsement of more autonomy could lead (horrors!) to
more freedom for universities in hiring, promotion and pay
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Context
(a selection of issues relevant to programme renewal)
1. International and continental perspectives
– globalisation, internationalisation and mobility, (joint
degrees), massification, technology, financial crisis,
HE and development
2. National perspectives
a) inadequate contribution in meeting national
development needs especially in the provision of
skills necessary for economic growth and in the
alleviation of poverty
b) increase participation rate (17% to 20% by 2015)
c) affordability of higher education
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National perspectives
d) low levels of efficiency and effectiveness
e) quality
f) lack of a viable and sustainable pipeline for
the next generation of academics
g) HIV/AIDS
h) social cohesion and the elimination of
discrimination
i) a new statutory context for qualifications,
programmes, quality assurance
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Slide prepared by Lynda Murray, Head Academic Planning Office, Wits
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Slide prepared by Lynda Murray, Head Academic Planning Office, Wits University
Strategies and goals of the University
• Strategic Framework (2000)
– The University commits itself to an open, broad
process of self-scrutiny and self-renewal
– “A university characterized by quality teaching,
by the constant renewal of teaching
and learning programmes, and by the
creation of effective opportunities for learning /
study.”
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Strategies and goals of the University
• Vision 2012
– Excellence
• Research output, staff expertise (doctorates & NRF ratings),
success rates undergraduates, postgraduate enrolments and
qualifications awarded
– Scholarly and scientific practice / Africa focus
• Postgraduate students from other African countries
– Role playing
• Innovation and community interaction
– Diversity
• Staff, postgraduate students, 1st year students
– Afrikaans in a multi-lingual context
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Strategies and goals of the University
•
•
Pedagogy of Hope
Overarching Strategic Plan and SU 2015 targets
1. stabilise undergraduate numbers, grow postgraduate
numbers
2. undergraduate : postgraduate from 66:34 to 60:40
3. black, coloured, Indian undergraduates from 24% to 34%
4. success rate from 82% to 84%
5. 55% undergraduates in student accommodation
6. 33% of all students in student accommodation
7. reduce time of completion for postgraduate students
50%
8. increase black, coloured and Indian staff with 15%
9. establish postgraduate office
10. increase bursaries
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Succes rates1) of undergraduate students 2003-20152)
according to race and year
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Student success
• A comprehensive and systemic approach required
• Role of academic support services
– wellness, mentors, counseling, study skills, etc
• Crucial role of formal structures
– admission requirements
– curriculum (contents, structure, work loads, etc)
• first year curriculum in particular
– time table
• tests and exam time table in particular
– student : lecturer ratio
– facilities
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Approach to the achievement of the
Stellenbosch 2015 targets
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•
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A holistic, integrated and planned process
Teaching management plan
Project management principles
Use the HEQF alignment process (externally
enforced) also to achieve the institutional
goals
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Programvernuwing (en
HEQF belyning)
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Programme renewal
1. Relevance
– contribution to Millennium Development Goals*
– contribution to high level skills needed for the
country’s development
– responsiveness to the development needs of
country, region and continent
– contribution to the fight against HIV/AIDS
* Stellenbosch University Quality Development Plan, available at
www.sun.ac.za/inb ,click on “documentation”
Request: Formulate a statement on the programme’s
relevance and how it can possibly be enhanced through the
alignment process
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Programme renewal
2. Quality
•
develop “a consistent understanding of quality and its
operationalisation at the different layers of the academic
structures while giving due attention to… academic
freedom and collegiality, necessary for the development
of innovation and critique which are characteristic of
academic life”(*Audit Report 2007)
* HEQC Audit Report on Stellenbosch University, available at www.sun.ac.za/inb,
click on “documentation”
** Quality Assurance at SU: Points of Departure and Framework, available at
www.sun.ac.za/inb, click on “evaluation”
Request: Give account of the notion(s) of quality**
underpinning the programme including
•
•
the programme committee’s views of the relation between quality and
diversity
the quality management of this programme
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Quality as SU: Points of departure
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The endeavour for excellence is the driving force behind the development and maintenance of the
University’s quality assurance system.
The quality of the University staff’s is crucial.
Quality and diversity are complementary.
Evaluation is an important dimension of quality assurance, but not the only one.
Self-evaluation forms the basis and first building block of the University’s quality assurance system.
This is applicable in both academic and support environments.
External peer review (which includes an evaluation of the self-evaluation reports as well as an onsite
visit) is the second building block of the quality assurance system.
The third building block is the mechanisms by which the results of the self- and external evaluation
processes are followed up.
All role players in the quality assurance process are responsible for striving towards achieving a
balance between quality assurance, quality support, quality development and quality monitoring.
Quality assurance at the University forms an integral part of the normal and continuous activities of
each member of staff.
The management of quality assurance forms an integral part of the normal and continuous
responsibilities of each manager (academic and support environments) at each level.
The University endeavours to eliminate the duplication of evaluation and other quality assurance
activities as far as is possible.
The University is committed to the maintenance of an effective institutional quality assurance
management system.
The member of the executive committee who is responsible for quality assurance continuously
monitors the impact of the quality assurance processes on the time and resources of the University
to ensure that the value added by the processes justifies the impact on time and resources.
The University’s Quality Committee (QC) is responsible for making provision for conflict resolution
mechanisms.
Quality and
diversity are
complimentary
Quality Assurance at SU: Points of Departure and Framework, available at www.sun.ac.za/inb,
click on “evaluation”
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Programme renewal
3. Responsible citizenship
–
“assess the appropriateness and relevance of the programmes
•
•
•
–
in terms of the social, ethical, political, technical skills and
competencies
in the context of post-apartheid South Africa
in post-apartheid South Africa’s location in Africa and the world”
consider “curriculum approaches that sensitise students to the
place of and the issues surrounding SA on the African
continent and in the world”*
• a common and compulsory module?
* Report of the Ministerial Committee on discrimination avalable at
www.sun.ac.za/in, click on “documentation”
Request: Formulate a statement on the programme’s
contribution to responsible citizenship an dhow it can possibly
enhanced through the alignment process
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Programme renewal
4. First year curriculum
– different levels of student-preparedness
– content knowledge aligned with NSC curriculum
statements
– module structure and delivery mode
– academic skills (including language skills)
– foundation and extended programmes
Cf. Information on First Year Academy Committee available at
www.sun.ac.za/ctl, click on “First Year Academy”
Request: Explain and/or formulate new proposals for
the programme’s 1st year curriculum to be introduced
through the alignment process
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Programme renewal
5. Proposal for institutional module structure
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–
128 credits per year
64 credits per semester
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•
•
•
4 X 16 credit modules per semester
8 X 8 credit modules per semester
or a combination of 16 and 8 credit modules
Rationale: STUDENT SUCCESS
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–
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fewer & bigger modules will have a major effect on the
exam time-table
comparable credit loads, comparable exam papers
module exchange between faculties
Request: Consider the implementation of an
institutional module structure as part of the alignment
process
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Programme renewal
6. The HEQF alignment process
– approach
– progress
– time-line
Request: Align programmes with the HEQF
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SU approach to HEQF alignment process
1.
2.
3.
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8.
Ensure expertise in the University
Share all information with all role players
Participatory and iterative process
Impact on academic time of staff
Effective process and a new on-line system
Realistic frameworks
One comprehensive process (not piecemeal)
Use process to achieve the University’s own
goals
– not merely compliance
9. Academically substantiated
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www.sun.ac.za/inb
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Progress report: HEQF alignment
• HEQF published in Govt Gazette - Oct 2007 (508 No 30353)
• Meeting of SU programme coordinators - December 2007
• Memo to programme coordinators - 2 March 2008
– (planned for implementation in 2011)
• Discussion document Academic Planning Committee - April
2008
• Communique from SAQA, DoE and CHE – Dec 2007 and July
2008
• Meeting of SU programme coordinators – October 2008
• Web-based programme information system for SU
developed –since Nov 2009
• [SU Council decisions on OSP and 2015 targets– Feb 2009]
• Meeting of SU programme coordinators (on HEQF aligment
at Wits University– May 2009
• Faculty workshops – June – July 2009
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Status report: HEQF mid 2009
• Announcement of HEQF implementation date
awaited from Minister of Higher Education
• Institutional policy clarification by Academic
Planning required
• Web-based academic programme information
system
– prototype: June 2009 (“as is” programme
information uploaded from SIS)
– testing and piloting to commence in August 2009
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Timeline: Programme Renewal and
HEQF alignment
Policy clarification: ABK ………………………………………………...................
Pilot projects (online system) ……………………………………………………….
Initial R&A* proposals by programme committees ……....................
Policy decisions: ABK ……………………………………………………………………..
Feedback from ABK on initial R&A proposals …………………………………
Training (web-based system) …………………………………………………………
Programme committees revise and finalise R&A proposals ………...
PAK to consider R&A proposals ……………………………………………………..
PAK feedback to faculties ……………………………………………………………..
Faculty Boards to consider R&A proposals ……………………………………
PAK/ABK to consider R&A proposals …………………………………………….
PAK/ABK to consider Year Book changes for 2012 ………………………..
Senate approval of programmes proposals …………………………………..
Implementation of renewed and HEQF-aligned programmes ……...
29 July 2009
Aug - Sept 2009
June – Oct 2009
4 Nov 2009
January 2010
Jan – March 2010
March – Oct 2010
Nov 2010
Nov-Dec 2010
Feb 2011
May 2011
May 2011
June 2011
January 2012
* “R&A proposals” = “Renewal and Alignment proposals”
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The Higher Education Qualifications
Framework
• The qualifications framework
• The interim guidelines of the Department of
Higher Education & Training
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SU policy clarification required
1. Requirements for the use of designators (“of Arts”, “of
Science” and “of Commerce” and others)
2. The use of the 3+1 structure or the 4/4+ structure
(undergraduate)
3. Actualisation and substantiation of credits
4. Use of level 5 exclusively for foundation modules
5. All (main stream) 1st year modules at level 6
6. Standardisation of modules
7. Cap maximum of credits per academic year
(undergraduate)
8. Institutional minimum for research component in
coursework Masters programmes
9. Minimum time of enrolment
10. Definition of research
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Navorsing
• alle pogings om, aan die hand van duidelik
geformuleerde probleme en deur die metodiese
insameling en sistematiese verwerking van gegewens
–
1) insigte te verwerf
• waardeur die liggaam van wetenskaplike kennis uitgebrei kan
word; en/of
• die toepassingsmoontlikhede van hierdie kennis te bevorder
2) aktief betrokke te wees by die vind van oplossings
waarvoor wetenskaplike kennis nodig is in beide die
Natuurwetenskappe en die Geestes- en Sosiale
Wetenskappe
(Konsep-Navorsingsbeleid 2008)
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Research component of Hons or M
• an independent and coherent component of activities in an honours or
master’s programme,
• independent of any taught modules in the programme,
• taking place under the supervision of a study leader,
• in which it is expected of the student to successfully:
– do research, that is to gain insight by methodical collection and systematic
processing of data on the basis of clearly formulated problems by means of
which basic scientific knowledge can be expanded, or techniques and
technology can be scientifically developed and improved, and possibilities for
the application of knowledge can be scientifically exploited or improved,
– act in an autonomous, professional and ethical manner in the execution of the
research,
– communicate the results of his/her research in an academic or professional
manner, and
– produce an academically acceptable written report or dissertation about the
activity.
• It must be a coherent component of activities to prevent any isolated
activities – especially those not directly associated with the student’s
clearly formulated problem or problems – from being regarded purely and
simply as part of the research component.
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Provisional Format for initial renewal
and alignment proposals
Old qual /progr
New qual /progr
Notes
Name
Abbreviation
Type
Designator
1st qualifier
2nd qualifier
Exit level
Total credits
Credits per level and type
Total minimum duration
Total formal time
Total experiential time
Changes to admission
Changes to assessment
Is there a considerable change to:
Purpose
Outcomes
Field of study by 2nd order CESM
Mode of delivery
Site of delivery
Programme renewal
Relevance
Quality
Citizenship
First year curriculum
Standard module structure
Faculty
Dept
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Example
Initial renewal and alignment proposals
Name
Abbreviation
Type
Designator
1st qualifier
2nd qualifier
Exit level
Total credits
Credits per level and
type
Total minimum
duration
Old qualification
/progr
Postgraduate
Diploma in
Translation
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120
30 @ 6, 90 @ 7
New qualification
/progr
Postgraduate
Diploma in
Translation and
Interpretation
PGD (Trans & Int)
Postgraduate
Diploma
Translation and
Interpretation
8
128
All at 8
1 year
1.5 year
PGD (Trans)
Postgraduate
Diploma
Translation
Notes
Name change necessary
due to change in
outcomes
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Total formal time
1 year
1.5 year
Total experiential
time
0
0
Addition of interpretation module
necessitates longer minimum time
Any B-degree which
include a language at 1st
year level plus admission
degree
Assignments, no Assignments, plus one
Changes to
written exam
written exams
assessment
Is there a considerable change (which will require external approval)
Expanded to include
Purpose
specialisation in
interpretation
Additional outcomes in
Outcomes
interpretation skills
11 0104 Language Practice
Field of study by
2nd-order CESM
Contact
Contact
Mode of delivery
Stellenbosch Stellenbosch
Site of delivery
Changes to
admission
Any B-degree
plus admission
test
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Programme renewal
Relevance
To train students as translators and/or interpreters and editors in at
least two of the following languages: Afrikaans, English, an African
language, Important in a multilingual country. Contribute to
development of smaller languages. Local government documents must
be translated into regional languages.
Quality
A diversity of students (different languages) contributes to the quality
of class discussions because translation requires insights into cultural
worlds. Diversity contributes to quality. Annual meeting with
graduates of recent years and with representatives of NasPers to gather
feedback.
Responsible citizenship Texts for group work include the translation of legal documents on
human rights.
First year curriculum
n/a
Standard module
Programme complies with the standard SU module structure
structure
Faculty
Arts and Social Sciences
Department
Afrikaans and Dutch
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Discussion: Policy clarification
1. Requirements for the use of designators (“of Arts”, “of
Science” and “of Commerce” and others) at
Stellenbosch University
–
–
–
Cf. “generic standards” for BA, BSc, LLB, PhD available at
www.sun.ac.za/inb, click on “HEQF alignment”
What is required for “Sc”?
Faculty monopoly on designators?
2. Formative and professional UG programmes
–
–
–
Formative: Bachelor + Honours (3+1) --- Masters
Professional: 4y Bachelor --- Masters
Professional: 4+ years Bachelor ---- Masters
3. Actualisation and substantiation of credits
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Discussion: Policy clarification
4. Use of level 5 exclusively for foundation modules
5. All (main stream) 1st year modules at level 6
6. Standardisation of modules and credit loads
Undergraduate:
•
•
•
•
By default 16 credit modules (allow for a few 8 credit modules)
128 minimum per annum
384 credits minimum for 3 year degree
512 credits minimum for 4 year degree
Postgraduate
•
30 week year: 128 credits (all Hons and PG Diplomas)
–
•
minimum 32 credits research (all Hons)
45 week year: 192 credits (all Masters)
–
minimum of 96 credits research
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Discussion: Policy clarification
7. Cap maximum credits per academic year at
undergraduate level
8. Institutional minimum for research
component in coursework Masters
programmes – 50%
9. Minimum time of enrolment postgraduate
programmes
– Full time: one academic year
– Part time: 1.5 or more academic years
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Next steps
1. INB distributes minutes of workshop
a.s.a.p.
2. Comments on minutes + additional
15 July 2009
proposals for policy decisions from
programme committees via Dean
submitted to INB
29 July 2009
3. ABK considers policy proposals and give
feedback to faculties
4. Initial R & A proposals submitted via Dean 16 Oct 2009
5. ABK considers initial R & A proposals, takes 4 Nov 2009
policy decisions, and gives feedback
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Enquiries: Division for Institutional
Research and Planning (IRP)
Navrae: Afdeling Institusionele Navorsing
en Beplanning (INB)
[email protected]
Tel: 021 808 3967
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