Competencies and Standards Generation for the Planning Profession Phase 2

Transcription

1 1 Competencies and Standards Generation for the Planning Profession Phase 2 Professional Team: Prof. C.B. Schoeman Prof. P. S. Robinson NWU Consortium. 27 February,

2 Interface between Phase 1 and Phase

3 Task 2: Accreditation Criteria 5 Purpose and overview The purpose of this report is to present the criteria, process, procedures and formats for accreditation of Planning Schools and Programmes by SACPLAN as required by the Planning Profession Act (36 of 2002). In terms of this SACPLAN should ensure that the quality and relevant educational practices as contained in the Higher Education Act and the Higher Education Quality Committee are achieved. SACPLAN s approach to accreditation is also informed by the recent work undertaken on Competencies and Standards for Curricula Development (2014).. 6 3

4 Purpose and overview (cont.) In accordance with this, SACPLAN s policy is that all Planning Schools need to map or classify their existing programmes in terms of each category of competencies (generic, core, and functional). This will provide a footprint of each programme at different Schools as will be deduced here-under. Current SACPLAN Accreditation Process (Figure 1) 7 8 4

5 Guiding Principles CHE Criteria for Programme Accreditation (2012) CHE Accreditation Framework (2013) SACPLAN Phase 1 (Competencies and Standards for Curricula Development (2014) SACPLAN Mandate PPA (2002) Outcomes of Accreditation. Regular and continuous Programme Accreditation. Generic process and approach (Figures 2 and 3)

6 11 Accreditation of Existing and New Qualifications Figure 3 sets out the process for accreditation of existing programmes. Figure 4 presents the scope of documentation to be included in a Planning School's Self Evaluation Report. Note the inclusion of competencies and programme footprint. Figure 5 shows a summary of the process for Accreditation of a New Planning Qualification. 12 6

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8 Procedures and Templates Annexure 1: Letter template for accreditation visit. Annexure 2: Table of Contents for Self Evaluation Report. Figure 6: Programme design and Assessment. Figure 7: Programme Support System, Staff and Focus. Figure 8: Student Assessment Policies and Procedures. 15 Higher Education Institution Needs of Students and Other Stakeholders Intellectual Credibility Institutions Vision, Mission, Objectives Vision, Mission and Objectives for Planning Program Coherence Articulation Characteristics and Needs of Professional and Vocational Education Learning Material Development Program Evaluation and Assessment Competencies Standards National and International Needs and Tendencies Self Assessment SACPLAN Assessment Primary Secondary Graphical Criteria and Guidelines Program Design Outcome Figure 6: Program Design and Assessment 8

9 Qualifications Teaching Experience Assessment Competence Research Profile Staff Development Size and Seniority Full Time / Part Time Staff Legislative and Conditions of Service Process of Selection, Appointment, Induction and Payment Contractual Arrangement Administrative and Technical Support Staff Staff Student Recruitment, Admission, Selection and Support Administrative Services Provision of Information Identification of Non-Active and Risk Students Dealing with the Needs of a Diverse Student Population Ensuring the Integration of Certification Staffing Teaching and Learning Strategy Environment to Promote Student Learning Institutional Type, Mode(s) of Diversity and Student Composition Appropriate Teaching and Learning Methods Upgrading of Teaching Methods Targets, Implementation Plans, Monitoring Practices, Impact Evaluation and Implementation Figure 7: Program Support System, Staff and Focus Under Graduate Recruitment Policy Policy and Legislation Accessibility Widening of Access Equity and Transformation Assumption of Learning Professional Focus and Needs Capacity of Program to Offer Quality Education Post Graduate Policies, Regulations and Procedures Equity and Access Orientation of Students Leadership of Students Programs RPL Internal Assessment Internal and External Moderation Monitoring of Student Progress Validity and Reliability of Assessment Recording of Results and Impact Security Recognition of Prior Learning (RPL) Linked to Admissions and Access (Figure 4) Figure 8: Student Assessment Policies and Procedures 9

10 Procedures and Templates (cont.) Figure 9: Programme Coordination and Academic Development. Figure 10: Student Retention, Throughput Rates and Programme Impact. Figures 6 to 10 thus deals with an integrated approach to programme design; staff and programme support; student assessment; programme coordination and student throughput and retention rates. These are process and format orientated and not prescriptive guidelines. Program Coordination Mandate and Responsibility of Program Coordinator(s) Student Input and Participation Academic Development for Student Success Student and Staff Development Additional Student Academic Support Implementation of Policies for Ensuring Integration of Certification Delivery of Post Graduate Programs Management Assessment Student Admission and Selection Selection and Appointment of Supervisors Roles and Responsibilities of Supervisors and Students Teaching and Learning Interaction and Support Guidelines to Students on Program Integration and Outcomes Teaching and Learning Methods Suitable Learning Opportunities Student Involvement and Participation Student Assessment Practices Integral Part of Teaching and Learning Internal and External Assessment / Internal and External Moderation Reliability, Rigor and Security Coordination of Work Based Learning Communication Recording System Monitoring System Mentoring System Figure 9: Program Coordination and Academic Development 10

11 Student Retention and Throughput Rates Monitoring of Information Remedial Action Profiles of Entering and Qualifying Class Employability of Students Program Impact Role players, Roles and Relations Other Role players in the University External Acknowledgement of Program Other Tertiary Institutions Participation in the Planning Profession R e s e a r c h Focus and Specialization Output New Knowledge Leadership Figure 10: Student Retention, Throughput Rates and Program Impact Procedures and Templates (cont.) Annexure 3: Determination of Curriculum Footprint of Programme based on competency fit (Annexure 3.1 to Annexure 3.8) Annexure 4: Assessment of competencies in Planning Programmes: Primary quantitative assessment of competencies in planning programmes (Tables 1, 3 and 5) Secondary quantitative assessment of performance outcomes based on competencies for planning programmes (Tables 2, 4 and 6) 11

12 Annexure 3.1: SACPLAN Classification Footprint for Competencies 12

13 Annexure 3.3: SACPLAN Footprint for Performance Outcomes for Generic Competencies Annexure 3.4: SACPLAN Structure Footprint for Core Competencies 13

14 Annexure 3.5 : Performance Outcomes Core Competencies (1) Annexure 3.5: SACPLAN Footprint for Performance Outcome for Core Competencies (2) 14

15 Annexure 3.6: Footprint Functional Competencies Annexure 3.7: Performance Outcomes of Functional Competencies 15

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19 Other Annexures included Annexure 5: Programme for Accreditation Visit Annexure 6: Student Questionnaire Annexure 7: Staff Questionnaire Annexure 8: Accreditation Report Template Annexure 9: Accreditation Guideline Checklist. 37 Task 3: Continuous Professional Development (CDP) 38 19

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25 49 Task 4: Recognition of Prior Learning (RPL) 50 25

26 Background to RPL Each HEI has its own RPL Policy. The idea of RPL is aligned to main elements of South African national policy discourse since 1994: transformation; accreditation; lifelong learning; and the NQF. The RPL process is a multi-dimensional one. It is a process through which non-formal learning and informal learning are measured, mediated for recognition across different contexts and certified against the requirements for credit, access, inclusion or advancement in the formal education and training system, or workplace

27 53 Task 5: Professional Examination System 54 27

28 The examination will set a national benchmark, providing consistency in the standard of planners entering the professional arena. It is also in line with international trends. The purpose of this report is to develop an Examination system(s) as part of the registration process of planners in terms of the Planning Profession Act, 2002 (e.g. organs and structure, timing). 55 A professional examination is a crucial prerequisite for our professionals to be recognised internationally. This report provides guidelines to be considered if a professional examination is to be introduced. The motivation for the introduction of an Assessment Examination is linked to the growing role for registered planners prescribed in provincial legislation

29 1: Policy principles Background: The Professional Examination will be a formal examination that will be written at various Examination Centres as will be identified by SACPLAN. Such Centres will be identified throughout South Africa and will be selected in terms of the spread of Candidate Planners who wish to apply for Registration with SACPLAN. 57 Professional Examination Opportunities: Two opportunities will be provided by SACPLAN and the dates will be announced by the end of January each year. The time and duration of the Professional Examination will be set by the SACPLAN Professional Examination Committee. Compulsory requirement: The Professional Examination will be compulsory for all persons who want to be Registered in any of the Registration Categories of SACPLAN

30 It may include persons with foreign qualifications who plan to enrol in any Accredited Course Programme at any HEI in South Africa. The need to write the Professional Examination is clearly depicted in Figure 1 RPL Process as contained in the RPL Policy of SACPLAN

31 2. Introducing an Assessment and Examination for Registration In order for the Council to enhance and protect the image of the profession and to ensure that planners are able to fulfil their functions competently, it is recommended that planners wishing to register as professional planner, planner or assistant planner will be required to submit an integrated report and undertake a written or oral examination at the end of the practical training. 61 The Professional Examination papers, one for each category (Professional Planners, Planners and Assistant Planners) should follow the following proposed structure and be marked on a simple pass or fail basis: Part 1 of the Examination 20%: professional practice and ethical behaviour Part 2 of the Examination 40%: core competencies Part 3 of the Examination 40% functional competencies 62 31

32 While the examination Parts would remain the same for different categories of registered planners, the difference would be based on the complexity and the depth of knowledge required from professional planners. There should be no limit placed on the number of times a Candidate may take the examination. A fee covering the examination administration costs should be payable by the Candidate. Internationally, an exam such as this tends to be offered twice a year. 63 Task 6: Qualifications in SAQA Format 64 32

33 Background: The Report draws together the relevant information from Phase 1 of the Competencies and Standards project and presents templates which can be used for the following generic planning qualifications: National Diploma (3 years) Bachelor degree (4 years) Bachelor degree (3 + 1 years) Masters degree (2 years or 1 + 1). 65 The next section outlines the competencies and performance outcomes associated with each qualification with cross reference to previous reports in which these matters have been addressed in more detail. The final sections identify SACPLAN s role in respect of registration of qualifications with SAQA by HEIs and the programme for implementation

34 Existing qualifications The current planning qualifications (degrees and diplomas/certificates) on offer at South African Planning Schools and accredited by SACPLAN as the academic base for professional registration are listed in Table 1. This also gives their accreditation status and the category of registration awarded (for existing and new categories). 67 NQF levels and progression routes Figure 1 sets out the NQF for degrees, diplomas as well as exit levels. Table 2 shows the progression routes to registration for all the above planning qualifications in relation to NQF levels

35 Figure 1: NQF Level and progression routes

36 SAQA templates The SAQA templates for each of the generic qualifications follow as: Table 3: National Diploma Table 4 Bachelor degree (4 years) Table 5: Bachelor degree (3 + 1 years) Table 6: Masters degree (coursework) (2 years or 1 + 1) 71 In each case the template needs to be supported by narrative covering the following matters. This can be completed by each Planning School after mapping its qualifications in terms of the Competencies framework. Purpose and rationale of the qualification Learning assumed to be in place Recognition of prior learning Exit level outcomes Associated assessment criteria Articulation options Moderation options Criteria for registration of assessors Notes: Learning programmes recorded against this qualification Providers currently accredited to offer this qualification 72 36

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39 Competencies and outcomes The report Guidelines for Competencies and Standards for Curriculum Development (2014) addressed competencies and outcomes in detail. The following summary is relevant to the present report. Competencies are the amalgam of knowledge, skills and attitudes deemed to be required by a planner on graduation and as applied in practice. For the purpose of the planning profession in South Africa, three inter-related sets of competencies have been identified. These are: Generic competencies Core competencies Functional competences. This grouping is disciplinary but accords broadly with DHET competencies. 77 These three sets of competencies are mandatory for training and education of all categories of planners. However, the NQF Level and the focus area/specialisation of the different qualifications will determine the emphasis of coverage on these competences. In other words, while the generic, core and functional competencies are expected to be covered in each curriculum at one level or another there are some competences that will be covered more than others depending on the focus areas of the qualification (Refer also to Annexure 1) Figure 2 illustrates the ways in which different Planning Schools and programmes may be located in relation to the three sets of competencies

40 Figure 2: Alignment of Competencies 79 As all accredited qualifications must cover the full range of competencies at one level or another, three levels of competency are proposed. These are less complex than NQF matrix (Annexure 1) and will allow differentiation between qualifications at different NQF levels and with different focus and character. Level 1 Awareness of and basic understanding of terminology and concepts; and ability to source further information and insights when required in the work environment (typical of NQF level 6) Level 2 Have a good understanding of a field of knowledge, or an ability to apply a methodology (typical of NQF level 7); Level 3 Be able to apply or engage with the area of competency with increasing degree of mastery and sophistication (typical of NQF levels 8 and 9)