INDUCTION FOR PART TIME LECTURERS (13)

THEME FOUR: TEACHING OUTCOMES AND LEARNING OUTCOMES
___________________________________________________________

1. Introduction
The formulation of teaching goals and objectives is the logical beginning of any teaching-learning process. If a lecturer does not know where he/she is headed with the student, it matters little how he/she gets there. For the convenience of the part time lecturer, she or he can refer to the original process how the “subject head” curriculated the learning content at the main campus.

This document provides a brief overview of specific issues important to this topic.

• The difference between general and specific outcomes, with a description of specific outcomes.

• Categories of goals and outcomes, with particular emphasis on the cognitive categories.

• A few hints and tips on how the lecturer can orientate students toward goals and outcomes(Mahlomoholo,2005).

This guide is not intending to define nor debate what recurriculation is or what it is supposed to be, but rather, the intention is merely to describe the process as seen from the perspective of the Unit for Academic Development: Curriculum Development Centre (UAD:CDC) at the Central University of Technology, Free State (CUT). What the statement above asserts is that there are multiple positions that can be assumed regarding the process of recurriculation, but in this instance one perspective is given expression as it entails engaging in the process in the most simple and easy of ways. In fact while the primary intention is to give an exposition of recurriculation process at CUT, the second most important aim is to demystify the process as we do so(Mahlomoholo,2005).

2. OUTCOMES
In order to be able to make sense of and to implement this process the reader and aspirant curriculum designer should be able to do the following at the end of going through the guide:

i) understand and operationalise the social constructivist paradigm that underpins recurriculation at CUT,

ii) know and implement the CUT graduate qualities that drive the whole recurriculation process,

iii) become aware of and know how the HEQC’s Criteria for Programme Accreditation that prescribes nationally how recurriculation needs to be implemented, function in the recurriculation process at CUT,

iv) become aware of and understand the role and importance of South African Qualification Authority’s (SAQA) Critical Cross-Field outcomes in the process of recurriculation at CUT,

v) to understand, unpack and be able to logically and meaningfully link CUT’s graduate qualities to SAQA’s Critical Cross-Field outcomes as well as the overarching National Qualification Framework’s Exit level Outcomes,

vi) apply the knowledge mentioned above in deriving outcomes for the specific and particular, programme, qualification, module and learning unit in turn, respectively,

vii) become aware of and actually use the relevant procedures, policies and forms when applying for the registration, accreditation and funding of the relevant ‘recurriculated’ programme and/or qualifications,

viii) know and implement CUT’s academic structure when weighting the modules within qualifications,

ix) align curriculum in terms of the Learning Outcomes, Facilitation towards attainment of learning outcomes as well as assessment,

Design and produce Learning Guides encapsulating the above within the context of social constructivism(Mahlomoholo,2005)

3. WHY RECURRICULATE?

Recurriculation has become necessary for CUT so that the University of Technology can become:

• compliant with national legislative imperatives for higher education institutions;

• able to enhance students’ learning hence improved throughput rates;

• able to meet the standards set by its stakeholders through its refined vision and mission statements and

• internationally and locally competitive in terms of its curricula offerings and their contribution to the economic well being of the country, the continent and its citizens, to mention but a few(Mahlomoholo,2005).

UNIT One: STEP ONE: SOCIAL CONSTRUCTIVIST PARADIGM THAT
UNDERPINS RECURRICULATION AT CUT

It is possible that many readers are familiar with the theory driving recurriculation at CUT. However if one is not sure, one needs to understand that as national policy of the Department of Education in South Africa, Outcomes Based Education (OBE) has been selected as the theory driving, informing, couching and grounding education in the country. Hence the theory has been adopted by CUT for its recurriculation process, as it is imperative to do so. Added to the above, CUT has decided to go all the way and take on two other complementary theories to ground and couch its recurriculation process. These are known as Problem Based Learning and Resources’ Based Learning.

The beauty of this decision is that all the three theories are part of the same umbrella paradigm known as social constructivism or learner centred-ness. This decision by CUT is informed by research (see for example De Corte, Steyn, Daems, Elen and Rosseel, 2001) that attempted to find out as to what was the best possible way of learning used by almost all successful learners.

1 Traditional teaching and learning

The answer to this question was that in the past teachers, educators generally, learners and all significant stakeholders in education believed that the most successful mode of learning was by rote and remembering only. The more ‘facts’ a learner could remember and recite, the more she/he was seen as most successful as a learner.

2 Information processing approach to teaching and learning

But research in the recent past has shown that successful learners are those who remember, yes, but over and above they are those who can solve problems at an even higher level of thinking. Successful learning as seen from this perspective is about meaningfulness (to the learner) and transference (by the learner) of what has been learnt to new and novel situations. The learner accordingly learns by being active in the process of learning, interacting with the environment, with the object world and with the world of ideas in order to enrich her own mind (cognitive functioning). One already sees here elements of learner centred-ness coming into the picture as well as social constructivism.

3 Social Constructivism: Learner centred-ness

But currently it has been demonstrated beyond any reasonable doubt that the most effective learning is the one that affirms, yes, rote and remembering but goes further to emphasise problem solving, transference to new and novel situations, interacting with the environment and so on, but most importantly that recognises that learning hence knowledge, is socially created, is self-regulated, is situated and collaborative (see De Corte, et. al., 2001) The world over, good practice in learning is acknowledged to incorporate elements of this social constructivism. Human beings tend to learn best in the company of other human beings who tend to enrich their experiences even more. In fact the age old adage that; two heads are better than one is hereby re-confirmed over and over again.

3.1 Outcomes Based Education

Guided by this wisdom the Department of Education adopted Outcomes Based Education as the theory driving learning and education generally across the country because it affords the learners the opportunities to be active, to interact with the environment, to play and work with others, to solve problems, to transfer knowledge, skills and attitudes, to remember, to be creative, to be self-regulated, situated and collaborative and so on as they work towards the attainment of some clearly identified outcome. Although, teaching is part of learning, the most important aspect thereof though, is learning. We teach in order that others could learn. Teaching is not about teaching per se, it is about learning. As teachers or educators our role is mainly to facilitate and create the holding learning environment(s) where others can and should learn freely and effectively.

3.2 Problem Based Learning

CUT decided to abide by the national educational legislative imperatives and adopted OBE. However as they did so they also decided to add Problem Based Education as well, so as to give their graduates a greater urge over their international competitors in terms of learning and their learners greater chances of obtaining their academic qualifications. Problem Based Education implies that as we curriculate, recurriculate and design learning environments and opportunities, focus should fall on the use of real life problems to which as facilitators, we may not even have the answer. Instead of the learners starting from defining the concept and then gradually moving on to applying the concept/theory, they actually start the other way around and start with being confronted with a difficulty (real life problem) and then moving backwards towards finding the solution to a real life problem (http://edweb.sdzd.edu/clit/learning tree/prl.html, June 13, 2005). This moving back to the solution is not haphazard, it is systematic as it is tempered with milestones which have to be accomplished and valued as we attempt to find the solution

Problem based learning

CUT decided by the national education legislative imperatives and adopted OBE. However as they did so they also decided to add Problem Based Education as well, so as to give their graduates a greater urge over their competitors in terms of learning and their learner’s greater chances of obtaining academic qualifications. Problem Based Education implies that as we curriculate, recurriculate and design learning environments and opportunities, focus should fall on the use of real life problems to which as facilitators, we may not even have the answer. Instead of the learners starting from defining the concept and then gradually moving on to applying the concept/theory, they actually start the other way around and start with being confronted with a difficulty (real life problem) and then moving backwards towards finding the solution to a real life problem (http://edweb.sdzd.edu/clit/learning tree/prl.html, June 13, 2005). This moving back to the solution is not haphazard, it is systematic as it is tempered with milestones which have to be accomplished and valued as we attempt to find the solution.

Thus finding the solution to this real life problem constitutes the main outcome but other smaller outcomes that cumulatively culminate in the main outcome constitute the milestones in learning that learners have to go through. They are as equally important as the main outcome because it is there that learners will be learning for example the theory, the principle and so on of a particular issue. Learning is thus about throwing learners in the deep end and supporting them such that they do not drown. The support should be such that it enables the learners to experience the complexity of the problem and the solution thereof directly. The process of learning thus is about being confronted by the difficult problem, reflecting very intensively upon it so as to arrive at the meaningful milestones that can be negotiated and achieved in the process of achieving the final big outcome.

In applying this approach to learning, as facilitator one will choose alone or in conjuction with the learners the problem as real as possible together with its consistencies and as unpredictable as possible. The trick will be to enable the learners to unpack, analyse and thoroughly understand the problem as intensely as possible such that on the basis of their respective strengths and abilities each learner will choose one aspect or other to work at more closely on the basis of resources available. These learners will work as teams as it is the case in the real corporate, medical, teaching or other field currently, These teams work across the disciplinary boundaries as they attempt to find the solution and no stone will be left unattended.

3.3 Resources Based Education

To complement the above Problem Based Education as well as giving the urge to the Outcomes Based Education, CUT has decided on Resources Based Education which while acknowledging and supporting PBL also sharpens OBE in terms of stimulus variation in facilitating learning (see http://edweb.sdsu.edu/clrit/learingtree/PBL/WhatisPBL.html). What the statement means is that as facilitators of learning we need to account for each minute of the ten notional hours per week that CUT is using in terms of the varying learning activities in order to enhance learning. As facilitators we need to think about activities like group work, supplemental instruction, watching videos on the subject content, participating in seminars, conferences, checking the internet, the chat room, having students to present their papers in class for scrutiny and interrogation and so on. Learners could be engaging in all these as they attempt to find a solution to that real life problem we as facilitators we have posed to them. We also need to make sure that the mentioned resources are accessible and readily available to student so that they can learn effectively. The current wisdom recognizes the fact that different learners have different things which make them learn effective, thus we need to enhance the possibilities of enhance learning by all by all varying the stimulus.

Resources Based Education, Outcomes Based Education and Problem Based Learning all are parts of the constructivist paradigm or learner centredness which informs CUT in terms of designing of outcomes, of programmes, of qualifications of modules, of learning outcomes, of facilitation strategies and of assessment strategies including the learning guides. Knowing about these and implementing them implies that as we recurriculate at CUT we shall endeavour to keep our learners at the centre where effective learning will be the prime motive while teaching will merely be about creating conducive environments for that.

UNIT TWO: IMPLEMENT CUT GRADUATE QUALITIES AS ONE
RECURRRICULATES AT CUT (Cf.Mahlomoholo,2005).

From the above exposition it shall have become clear that the central most activity to the whole process of recurriculation is the designing of relevant outcomes because all processes hang on to them like they were steel rods. CUT has decided, in line with the above, that our graduates shall also distinguish themselves above the rest by showing the following:

**(i) being able to operate effectively with and upon a body of knowledge of sufficient depth to begin professional practice,

**/***(ii) being prepared for lifelong learning in pursuit of personal development for excellence in professional practice,

**/*(iii) being effective problem solver, capable of applying logical, critical and creative thinking to a range of problems, and is capable of conducting research,

*(iv) being able to work both autonomously and collaboratively as a professional,

*(v) being committed to ethical action and social responsibility as a professional and a professional,

**(vi)ability to communicate effectively in professional practice and as a member of the community,

**(vii) being able to demonstrate international perspective as a professional and as a citizen,

**(viii) is able to demonstrate competence of computational quantitative skills,

*(ix) possesses a developed awareness of the dynamics of a culturally diverse society and an understanding and appreciation of cultures other than his/her own,

*(x) is prepared to work as a team member in co-operatively identifying problems and solutions in the learning environment, the community and the work place.

The best way of ensuring that the above qualities are taken care of is by:

• ensuring that RBL, PBL and OBE inform every move towards recurriculation (**),

• making sure that all outcomes are linked to one or other of these qualities as one recurriculates and

• making sure that one module takes care and implements specified CUT graduate qualities. The example could be where all the social responsibility CUT graduate qualities could suffuse all the modules dedicated to Community Service Learning (***) while the more generic ones could be taken care of in the core modules (*). One way of ensuring that all these qualities are enshrined in the curricula is by making sure that each of the outcomes at the level of the module addresses one or other of these qualities and that each of the specified qualities as well while the assessment strategies also determine the extent to which a specified quality has been adequately captured and operationalised.

UNIT: THREE: HIGHER EDUCATION QUALITY COMMITTEE’S
CRITERIA FOR PROGRAMME ACCREDITATION

The best way to ensure quality of the curriculum/ programme/ qualification/ module /learning is to be mindful of its requirements from the very beginning. For CUT recurriculation process this means that each programme, qualification and module needs to conduct a very intensive introspection even before the decision to recurriculate commences just to get the feel of the extent of compliance with the HEQC Criteria. The extent of compliance or not will dictate as to how much recurriculation has to take place or not because the programme, qualification or module will be recurriculated in order to enhance compliance with the HEQC criteria for accreditation which serves as basis for funding by the Department of Education (DoE) and currently registration by the South African Qualification Authority (SAQA). These criteria are clear and are even further explained throughout the document (see HEQC, Criteria for Programme Accreditation, 2004). There are 19 Programme Accreditation Criteria in all, classified into Input Criteria (1 to 9) category, Process Criteria (10 to 16) Output and Impact Criteria (17 to 18) and Review Criterion (19).

The programme/qualification/module team have to ensure compliance with all these criteria before the beginning, during and at the end of the curriculation process. Any gaps should be addressed immediately. As the rule of thumb; each programme/qualification/module needs to be reviewed every two to three years to keep it relevant and up to date regarding these criteria.

To understand SAQA’s critical cross-field outcomes and NQF exit level outcomes, it is important to study the following steps very accurately:

Depending on where the process of recurriculation will have to start, it is always important to go back to the Outcomes. The most logical starting point will be the CUT graduate qualities linked to the SAQA Critical Cross-Field Outcomes and the NQF Exit Level Outcomes. All these will have to be lined up with the NQF (or the official Higher Education Qualification Framework HEQF) to see the extent to which the latter two represent an increase on the number and quality of these NQF outcomes. Those that are duplicated will automatically be incorporated into the existing NQF Level Exit Outcomes and those extra ones, be they CUT graduate qualities and/or Critical Cross Field Outcomes will be accommodated accordingly to show an expanded area of outcomes to be covered.

Then all the outcomes will have to find expression and accommodation with each of the qualifications within the programme as well as within each of the modules within those relevant qualifications meaning that all NQF exit level outcomes will find expression. As an example, the social responsibility outcomes will be accommodated within Community Service Learning modules which will have to be there in each programme. The disciplinary content outcomes will have to drive the ‘major’ content modules, while the generic learning modules will be driven by outcomes within modules that are core to the programme. In this way all modules will be driven by one or other of the NQF Exit level outcomes (including CUT) graduate qualities and SAQA Critical Cross-field Outcomes) at each of the levels of sophistication and competency in particular skills, attitudes and knowledge mastery. Thus facilitation of learning towards the attainment of one outcome will automatically lead towards the attainment of these critical cross field and NQF exit level outcomes. The same will go for the assessment of each outcome which will incorporate the assessment of the extent to which the latter have been attained.

Another important factor that needs to be emphasised is that in lining up the various outcomes like the NQF Exit level Outcomes or Critical Cross-field Outcomes, the curriculum designer need also to be informed by all the possible stakeholders in terms of the Outcomes, as the HEQC’s Programme Criteria indicates. Here stakeholders as the criteria prescribe are the CUT’s alumni that went through this and/or similar programme, the industry that has to employ the products of the mentioned institution, professional bodies that regulate standards and quality of qualifications in the interests of the public, the Advisory Body that oversees the process of curriculum revamping and redesigning within the institution and so on. These consultations ensure that the outcomes onto which the recurriculation process will hang will be tested, relevant and powerful(Mahlomoholo,2005).

More outcomes derived:

It would seem that at the very top of the hierarchy of outcomes are the Critical Cross-Field Outcomes linked to the CUT graduate qualities as they underlie the process of acquiring skills, attitudes and knowledge. However all these are encapsulated within the NQF Exit level Outcomes (or the official HEQF) as explained above and other stakeholder generated ones(Mahlomoholo,2005).

Now that each module will have corresponding Exit Level Outcomes depending on whether the module is elective, core, fundamental or ‘major’ it will be relatively easy to derive the specific qualification outcomes on the bases of all the modules’ outcomes within the qualification. Each module will also have a specific purpose which will be derived from the qualification purpose/outcomes. Now each module will also be unpacked into specific learning unit outcomes and each of those will have its own specific learning outcome and jointly the outcomes of the units will constitute the outcomes for the module stacked together logically. Various modules leading towards the attainment of a qualification will also be embedded with the outcomes of the qualification and in turn, that of the programme accordingly.


To reiterate; each programme thus has its own distinct outcomes pegged at a particular NQF level of sophistication, starting from the less complex at NQF level 5 to the most advanced at NQF level 10 (HEQF)/ NQF level 8b (NAP). Incidentally each of these NQF levels represent the Levels at which the learner may exit the system and thus obtain a qualification, although CUT argues strongly against awarding any qualification before the completion of the first 360 credits at NQF level 7. Now at the 120 credit interval corresponding to increasing NQF level of sophistication a qualification may be obtained starting from a Higher Certificate (at 120 credits), then a National Diploma (at 240 credits) and then the first degree (at 360credits) to an honours degree(at 480 credits) and so on.

The interesting part of the story is that at each of those 120 credits intervals corresponding to a qualification, distinct “qualification outcomes” are discernible, but these are nested into each other in keeping with the level of sophistication as determined by the relevant NQF level. Each of the specific qualification outcomes are in turn constituted by corresponding modules’ outcomes stacked onto each other to constitute a qualification. For example, CUT’s qualification will be made up of 5 modules of 24 credits each at first, second and third years respectively (see information on modularisation below). The largest module at CUT is 24 credits which is an equivalent of learning carried by an average learner over 24 weeks of learning per annum in a module. The smallest module at CUT is 12 credits which is just half of the one mentioned or an equivalent of six months of learning. According to CUT’s evolving Academic Structure, there have to be at least two ‘majors’ taken across a qualification, increasing with sophistication as the NQF levels increase.


A:
120 Credits: Higher Certificate A B:
240 Credits: National Diploma A C:
360 Credits: First Degree/H.DipA D:
480 Credits: Hon

1 2 1 2 1 2 1 2





The Exit Level Outcomes including CUT’s graduate qualities (and other outcomes generated by stakeholders like alumni etc.) are translated into subject content in each programme covering knowledge, attitudes, values and skills at each NQF level. When a reader looks at the content of the learning in modules he/she should easily and readily see the connection with the relevant and corresponding exit level outcomes on the NQF and these should be jointly made up by the corresponding modules outcomes at the relevant levels. In short modules combine meaningfully to make up a qualification as qualifications combine cumulatively to make up a programme.

Finally, each module has its own outcomes which when broken down are made up of learning units outcomes. The story of outcomes is one of importance to recurriculation process because these are the building blocks of new knowledge, attitudes, values and skills. To achieve each learning outcomes a facilitator will engage learners in relevant learning activities and to determine whether learning is on the right track or whether it has taken place or arrived at the outcome, relevant assessment techniques are employed. There has to be alignment among the outcomes, facilitation and assessment for meaningful and effective learning to take place and for the reader to be able to talk about curriculum alignment. Any assessment which is not about outcomes or facilitation towards thereto cannot be said to be meaningful or effective. Important for CUT is the fact that each outcome should enable the integrated operationalisation of PBL, RBL and OBE to take place in one seamless movement, uninterrupted and smooth. This is the challenge which each facilitation activity and/or process will have to meet. The assessment process should also be located within this paradigm.

Incidentally talking about outcomes, facilitation and assessment already refer to a very large chunk of the recurriculation process which is; “Learning Guides” which will have aspects discussed in chapter 8 of the Manual for Teaching and Learning (see Hay et. al., 2004).

Working in your programme/qualification/module design teams kindly use the grid starting with 120 to 480 credits above to map out exactly an organogram of modules or subject offering in your qualification. Please use the grid as a template also for the weighting of modules as well as for representing majors, electives, core modules and so on. Furthermore map out the ideal qualification you aspire to have, however, designed within the parameters discussed above. Finally workout a map showing the relations among modules and justification therefore, within the context of the outcomes of your qualifications and programmes(Mahlomoholo,2005).




UNIT FOUR: COUNCIL ON HIGHER EDUCATION (CHE), HEQC, DoE, SAQA, CUT, FREE STATE HIGHER EDUCATION REGION

CENTRAL UNIVERSITY OF TECHNOLOGY, Free State
FLOWCHART FOR THE DEVELOPMENT, ACCREDITATION AND APPROVAL OF INSTRUCTIONAL PROGRAMMES


[1] FACULTY: Approval of the declaration of the concept programme: Mission-aligned HRD and institutional development aims.
 Academic content, NQF level description, exit qualifications.
 Capacity to deliver: credibility of the intellectual and other resources to deliver quality outcomes
 Values and dimensions the intention adds to higher education and public higher education in particular.

[2] DVC (ACADEMIC AFFAIRS): Regionally consult on the concept programme to explore collective option: Different but with similarities to existing programmes opens possibilities for shared development and resourcing of the current programme.
 Different with no similarities to current programmes opens possibilities for tiered programme development increasing student mobility.



[3] REGION: Recommends joint programme development or institution specific programme development.
[4] FACULTY PROGRAMME DEVELOPMENT TEAM UNDER THE GUIDANCE OF THE TRAINED FACULTY EVALUATORS: The output (i.e. a draft HEQC programme proposal) must be consistent to the OBET paradigm and aligned to:
 The regionally sanctioned programme concept.
 The presentation format and the programme assessment criteria of the HEQC.
 The exit level descriptors of The Higher Education Qualifications Framework (MoE, 2004).
 The graduate qualities of the CUT.
 The assessment policies of the CUT policy or procedural amendments thereto.
 Acceptable quality assurances

[5] FACULTY QUALITY ASSURANCE CHECKS: The suggested checks are:
 Director: Curriculum Development: provides independent guidance on the completeness of the draft HEQC programme proposal.
 Director: Quality Assurance: provides guidance on the adequacy of the proposed QA measures.
 The peer review reports.


[6] FACULTY: Formal approval of proposed programme and the resources implications
[7] SENATE: Formal approval of faculty’s recommendation

[8] COUNCIL: Formal approval of the resources implication of the senate’s approval  [9] ACADEMIC PLANNING AND ASSESSMENT: Submits the approved proposed programme to the HEQC for accreditation process.






[10.1] HEQC Outcome: Not provisionally accredited. [10.2] HEQC Outcome: Subject to conditions provisionally accredited candidacy; a short improvement plan is recommended [10.3] HEQC Outcome: Provisionally accredited candidacy




[11.1] FACULTY: Implement and report on improvement plan
[11.2] ACADEMIC PLANNING AND ASSESSMENT: Forwards implementation report and improvement evidence to HEQC Continue at [12]
[13] ACADEMIC PLANNING AND ASSESSMENT: On DoE approval the
 CUT record of programmes is updated.
 Faculty acquires mandate to enroll students for the programme.

[12] ACADEMIC PLANNING AND ASSESSMENT:  Forwards provisional candidacy accreditation to DoE for “approval for funding” report.
 ITS database updated for the registration of students.


[14] HEQC review of the effectiveness of the quality assurance measures of candidate accredited programmes
[15] HEQC accredited programme
(Schultz,2005)

The self-explanatory diagram above maps out the procedure followed at CUT to design, recurriculate and register a new programme. Most of the programmes at CUT when recurriculated may not have to go through this whole process because they are not entirely new, and therefore not being designed from scratch.

Scenario A: If the programme is made provision for within the approved CUT Programme and Qualification Mix ( PQM)…one may check with the Planning and Assessment Office at CUT… then the team or person who recurriculates will only have to go through the process above for purposes of registering the new programme or qualification(s) with SAQA, accrediting with the HEQC and getting funding from the DoE.

Scenario B: If the programme is made provision for within the approved CUT PQM, the team and/or person recurriculating will have to go through the process above if the programme and/or the qualification was registered, accredited or funded and now fifty percent of that is overhauled and as such making a re-registration (SAQA), re-accreditation (HEQC-CHE) and re-funding (DoE) necessary.

Scenario C: If the programme is made provision for within the approved CUT PQM, the team and/or person recurriculating will NOT have to go through the process above if almost everything remains the same after recurriculation, that is, not more than fifty percent has changed.

Scenario D: If the programme is made provision for within the approved Welkom Campus (former Vista) PQM, the team and/or person will not have to go through the process if almost everything remains the same as in Welkom or changes slightly, by less than 50%.

However for all the scenarios mentioned above, steps 9 to 15 (in the diagram) apply, and teams/persons engaged in recurriculation process need to be mindful of and make sure that they comply fully. Another important point worth noting is that for ease of registration online, the HEQC has made this website available for all HE institutions: www.che.ac.za

Below is the HEQC’s Form Two which is very comprehensive and has to be completed and submitted for accreditation and registration purposes. However, even if the ultimate intention is not submission to external agencies, programmes teams may attempt to complete this form to evaluate their programmes and how they are doing therein. This exercise could also be coupled with intensive interrogation of the HEQC’s Criteria for Programme Accreditation.


FORM 2

SUBMISSION FORMAT FOR INSTITUTIONAL ACCREDITATION AND FUNDING APPROVAL OF LEARNING PROGRAMMES

A. DETAILS OF INSTITUTION

For office use only
1. CENTRAL UNIVERSITY OF TECHNOLOGY, FREE STATE
2.1 DEPUTY VICE-CHANCELLOR:
ACADEMIC
DVC ACADEMIC= CONTACT PERSON:
ADMINISTRATIVE SYSTEMS
Registrar
2.2 PHYSICAL ADDRESS:
Central University of Technology, Free State
20 President Brand Street
Bloemfontein
9301

Tel: 051 – 5073013
Fax: 051 – 5073199
Email: fdeswardt@cut.ac.za

2.3 POSTAL ADDRESS
Central University of Technology, Free State
Private Bag X20539
Bloemfontein
9300
2.4 TELEPHONE: 051 – 5073005
2.5 CELL: 0825780500
2.6 FAX: 051 – 5073199
2.7 E-MAIL: cajvr@cut.ac.za


3. Sites of delivery

NAME ADDRESS HUMAN RESOURCES PHYSICAL RESOURCES POSTAL ADDRESS & TEL.

20 President Brand Street,
BLOEMFONTEIN
9301
Private Bag X20539
BLOEMFONTEIN
9300

(051) 5073005

B. DETAILS OF QUALIFICATION AND PROGRAMME

B.1. Description of Qualification and Academic Programme

1. Title of Qualification and Programme:

Compulsory Instructional Offerings:

Optional Instructional Offerings:



2. Purpose of the Qualification and Programme:



3. Target Learners and Learning Assumed to be in place:

Overview:

Core Competences:

Elective Competences:


4. Envisaged Student enrolment for the Program and Qualification:

Qualification 1st year 2nd year 3rd year 4th year



5. Specify whether the mode of instruction is distance, residential or mixed mode:

Residential Distance Mixed


6. Relationship (access, etc) to other Programs and Qualifications:

Program/qualification Nature of relation




7. Admission Criteria:

General provision:
RPL provision:

8. EXIT LEVEL OUTCOMES AND ASSOCIATED ASSESSMENT CRITERIA

EXIT LEVEL OUTCOME SPECIFIED OUTCOME ASSESSMENT CRITERIA
Learners will have the abilities to: The learner will be able to:
The expected competences are evident when learners are able to:
• • •

9. Integrated Assessment:

Nature/type of assessment Frequency



10. Duration and total credit value of qualification:

Duration (in calendar years):
Credit value:


11. Minimum credits required at specific levels:

At registration:
At the exit NQF level:


12. Credits for fundamental, core and elective contents:
13. Quality Assurance Mechanisms (moderation options):

14. Date of Implementation of the Programme for the First time:

15. Approval by Senate:


B.2. VIABILITY OF THE PROGRAMME

1. The expertise and experience of the Central University of Technology, Free State in the relevant or supportive programmes:

Inside the CUT:
Within Higher Education:
Within Commerce/Industry:

2. The qualifications of academic staff who will support and service the programme:

2.1 Particulars of present full-time academic staff:

NAME
QUALIFI-CATIONS RANK EXPERIEN-CE COMMER-CE/
INDUSTRY
(Years) TEACH-ING
EXPERIEN-CE (at all institutions TERTIARY
TEACHING EXPERIEN-CE INSTRUCTIONAL
OFFERINGS

2.2 Particulars of present part-time academic staff:

NAME
QUALIFI-CATIONS RANK EXPERIEN-CE COMMER-CE/
INDUSTRY
(Years) TEACH-ING
EXPERIEN-CE (at all institutions) TERTIARY
TEACHING EXPERIEN-CE INSTRUCTIONAL
OFFERINGS

2.3 Particulars of present support staff:

NAME
QUALIFI-CATIONS RANK EXPERIEN-CE COMMER-CE/
INDUSTRY
(Years) TEACH-ING
EXPERIEN-CE (at all institutions) TERTIARY
TEACHING SUPPORT EXPERIEN-CE INSTRUCTIONAL
OFFERINGS

3. Number of full-and part-time staff committed to the programme:

FULL-TIME PART-TIME TOTAL
ACADEMIC
SUPPORT/ADMINISTRATIVE

4. The teaching and research experience of staff involved in the running of the programme:

4.1 Individual teaching experience of staff: This is covered in 2.1, 2.2 and 2.3 above.
4.2 The combined research outputs over the last three (3) years:
4.2.1 Number of refereed publications
4.2.2 Number of other publications
4.2.3 Number of presentations at national international conferences
4.2.4 Number of completed masters supervisions
4.2.5 Number of completed doctoral supervisions
4.2.6 Amount of NRF and other research grants
4.2.7 Number of present full-and part-time staff enrolled for higher degrees

5. Post-graduate supervision procedures and support:

5.1 List of staff authorized in terms of policy and procedure to supervise postgraduate students


5.2 Faculty policy and procedure Postgraduate studies in the faculty is supervised by the Faculty Research Committee and this committee must prepared a quarterly progress report for each postgraduate student.
5.3 Institutional policy and procedure Within the office of the Dean: Research and Postgraduate Studies is located the Graduate School with a board consisting the chairpersons of the faculty research committee. This school assumes responsibility for on-going procedural compliance and modification, and adequate funding and other support for individual students.

6. The adequacy of the institutional infrastructure in meeting the desired outcomes of the program:

6.1 Adequacy of staff This was covered in 4 (and 2.1, 2.2 and 2.3 above)

6.2 Existing library support provision Number of relevant own titles
Number of relevant consortium titles
Number of relevant own copies
Number of relevant consortium copies
Number of relevant own periodical subscriptions
Number of relevant consortium periodical subscription
Number of relevant electronic data support agreements
Specified any other:
Item description Number


6.3 Approved library support expansion before or in the 1st year of the programme (if any) Item description Number

6.4 Laboratory provision and use Available fully furnished floor space (in a.s.m)
% use of existing floor space (in 12 hr day)
List of available and necessary equipment:
Equipment description Number

6.5 Approved laboratory expansion before or in the 1st year of the programme (if any) % increase to furnished floor space
List of equipment still to be acquired:
Equipment description Number

6.6 Specify any other approved specialized support infrastructure programme needs Support description Quantity needed Availability date

7. Specify relevance of the program to regional and national need. Provide evidence if possible.

7.1 The nature of the national/regional human resource or skill need:

7.2 The linkage (if any) to the current national/regional development needs:

7.3 National comparative/competitive advantages outcomes (if any) of the programme:

7.4 The existing national/regional human resource supply-demand trends:

8. Show how the programme reflects the institution’s institutional mission and plan.

Mission/plan elements How it relates to program
University of technology
Unlocking community potential
Professional career education and training
Advancing entrepreneurship, innovation and technology
Extending the program-qualification mix in the region
Improving the sustainability of the programme
Improving student access to quality
Advancing student & staff equity

9. Specify whether there is current provision at other institutions If there is, provide reasons why this qualification and programme is needed.

Refer to 7.4: “The existing national/regional human resource supply-demand trends” above.


10. Conclusion




Signature by Vice Chancellor DATE



Contact details of programme sponsors:

Title & name
Primary official responsibility
Telephone number
Fax number
E-mail address


UNIT FIVE: CUT’S ACADEMIC STRUCTURE

Below is CUT’s official policy regarding how modules have to weighted within qualifications. For example, a normal first qualification is equal to 360 credits. CUT policy requires that there have to be at least two ‘majors’ taken cumulatively from NQF level 5 up to 7 (using July 2004, HEQF’s 10 levels) within such a qualification that the smallest module be at least 24 credits while the largest be at least 12. This weighting however will be done in line with prescriptions (sophistication) of the NQF level outcomes as well as those of professional bodies and CUT in particular(Mahlomoholo,2005).

POLICY ON MODULE AND GUIDELINES FOR MODULARIZATION

1. REASON FOR THE POLICY

1.1. Consistent with its revised mission as a university of technology, the Central University of Technology, Free State (hereafter the CUT or the University) decided to recurriculated its current and future instruction programmes into modular form. This policy sets out the guidelines for this important academic paradigm shift and the on-going instructional programme development for the University.

1.2. Also, the University is also required to apply best quality assurance practices in instructional programme development. These guidelines are also recorded to advance this quality assurance aim.

2. DEFINITIONS

2.1. ”Instructional programme” refers to the sequence of instruction activities prescribed for developing the minimum levels of applied and autonomy of learning competencies for the qualification as per the Higher Education Qualifications Framework (hereafter, HEQF) of the Higher Education Quality Committee (hereafter HEQC).

2.2. “Credit” is the equivalent of ten (10) notional hours of learning, where a “notional hour” is as defined by the SA Qualifications Authority (SAQA).


2.3. “Academic year” consists of 120 credits or 1200 notional hours of learning.

2.4. “Module” is a structured set of learning engagements or experiences leading towards the development of a stated set of learning outcomes and where assessment is considered integral elements of learning.


2.5. “Course” shall have a similar meaning to “module”.


3. POLICY STATEMENT

3.1. The following credit stipulations will apply to the development of a module within a specific qualification.

3.1.1. The number of credits assigned per module should be 12
to coincide with the minimum twelve (12) weeks of
instruction per semester.

3.1.2. For each qualification and each level of study on the
HEQF within the qualification there must be at least four (4)
12-credit modules in the primary fields of study.

3.1.3. The following module configurations per HEQF level would
be possible using the criteria 3.1 and 3.2.

No. OF MODULES IN PRIMARY FIELDS OF STUDY No. OF MODULES IN ANCILIARY FIELDS OF STUDY
10 0
8 2
6 4
4 6

3.2. The learning and assessment activities for each module must be specific in its educational outcomes in terms of all the following matrix of basic factors.

3.2.1. Level specific: The educational outcomes of the module must be consistent to the generic outcomes prescribed for the specific level on the HEQF;

3.2.2. Complementarity within qualifications: The educational outcomes of the module must complement the educational outcomes of the other modules prescribed for a qualification so that all the generic prescribed outcomes, specific to the level on the HEQF, can be achieved;


3.2.3. Admission: The learning experiences and assessment strategies developed for the module must take into consideration the prior learning experiences and generic competencies of students who should successfully participate in the activities and achieve the predetermined educational outcomes.

(Prepared by Prof T Schultz 2005)

4. DELEGATIONS
To give effect to this policy it is the delegated responsibility of:

4.1. The Programme Heads, under the guidance of the faculty board AND THE Director: Curriculum Development, to ensure compliance with these policy guidelines.

4.2. Timetabling and Space Management Committee of Senate, under the guidance of Senate, to ensure that:

4.2.1. Every academic year conforms to the minimum teaching time requirements of the definition; and

4.2.2. In consultation with the faculty boards, every module/course is assigned the minimum instructional time consistent with its credit assignments.


5. ACCOUNTABLE OFFICER

The accountable officer for this policy is the Deputy Vice-Chancellor: Academic.

CONCLUSION:
This step by step exposition of the recurriculation process at CUT has to be closely used in conjunction with CUT’s manual for Teaching and Learning. Many ideas will only come to fruition when complemented by ideas from the latter.