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SAQA is mandated by legislation to oversee the development and implementation of the National Qualifications Framework (NQF). In England, both the qualifications framework and general qualifications (GCSEs and A Levels) have been reformed. Select and complete this mandatory RQF unit to make up your current QCF qualification: Dynamic Business Environments Level 4 (all streams) The South African Qualifications Authority (SAQA) is a statutory body, regulated in terms of the National Qualifications Framework Act No. 67 of 2008. Complete 4 units in total. Office of Qualifications and Examinations Regulation (Ofqual), Education and Skills Funding Agency (ESFA), Credit and Qualifications Framework for Wales (CQFW), Scottish Credit and Qualifications Framework (SCQF), Political, Social and Economic Background and Trends, Population: Demographic Situation, Languages and Religions, Fundamental Principles and National Policies, Organisation of the Education System and of its Structure, Administration and Governance at Central and/or Regional Level, Administration and Governance at Local and/or Institutional Level, Early Childhood and School Education Funding, Organisation of Programmes for Children over 2-3 years, Teaching and Learning in Programmes for Children over 2-3 years, Assessment in Programmes for Children over 2-3 years, Organisational Variations and Alternative Structures in Early Childhood Education and Care, Teaching and Learning in Primary Education, Organisational Variations and Alternative Structures in Primary Education, Secondary and Post-Secondary Non-Tertiary Education, Organisation of General Lower Secondary Education, Teaching and Learning in General Lower Secondary Education, Assessment in General Lower Secondary Education, Organisation of General Upper Secondary Education, Teaching and Learning in General Upper Secondary Education, Assessment in General Upper Secondary Education, Organisation of Vocational Upper Secondary Education, Teaching and Learning in Vocational Upper Secondary Education, Assessment in Vocational Upper Secondary Education, Organisational Variations and Alternative Structures, Programmes outside the Bachelor and Master Structure, Developments and Current Policy Priorities, Validation of Non-formal and Informal Learning, Initial Education for Teachers Working in Early Childhood and School Education, Conditions of Service for Teachers Working in Early Childhood and School Education, Continuing Professional Development for Teachers Working in Early Childhood and School Education, Initial Education for Academic Staff in Higher Education, Conditions of Service for Academic Staff Working in Higher Education, Continuing Professional Development for Academic Staff Working in Higher Education, Initial Education for Teachers and Trainers Working in Adult Education and Training, Conditions of Service for Teachers and Trainers Working in Adult Education and Training, Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training, Management Staff for Early Childhood and School Education, Staff Involved in Monitoring Educational Quality for Early Childhood and School Education, Education Staff Responsible for Guidance in Early Childhood and School Education, Other Education Staff or Staff Working with Schools, Other Education Staff or Staff Working in Higher Education, Management Staff Working in Adult Education and Training, Other Education Staff or Staff Working in Adult Education and Training, Quality Assurance in Early Childhood and School Education, Quality Assurance in Adult Education and Training, Special Education Needs Provision within Mainstream Education, Separate Special Education Needs Provision in Early Childhood and School Education, Support Measures for Learners in Early Childhood and School Education, Guidance and Counselling in Early Childhood and School Education, Support Measures for Learners in Higher Education, Guidance and Counselling in Higher Education, Support Measures for Learners in Adult Education and Training, Guidance and Counselling in a Lifelong Learning Approach, Mobility in Early Childhood and School Education, Other Dimensions of Internationalisation in Early Childhood and School Education, Other Dimensions of Internationalisation in Higher Education, Other Dimensions of Internationalisation in Adult Education and Training, Bilateral Agreements and Worldwide Cooperation, National Reforms in Early Childhood Education and Care, National Reforms in Vocational Education and Training and Adult Learning, National Reforms related to Transversal Skills and Employability, Legislation and Official Policy Documents, recognising awarding organisations to offer regulated qualifications and checking that the organisations meet Ofqual's, holding awarding organisations to account on an ongoing basis, by requiring them to have in place appropriate systems, processes and resources as explained in the, in some circumstances, establishing and upholding criteria which specified qualifications must meet, maintaining a register of all regulated qualifications - the, considering and monitoring risks to qualifications standards. [18], The first editions of the FHEQ were published by the Quality Assurance Agency in January 2001 as two documents: one covering England, Wales and Northern Ireland, the other Scotland. HE qualifications in Scotland are part of a sub-framework, the Framework for Qualifications of Higher Education Institutes in Scotland (FQHEIS), which is tied to the top six levels (7–12) of the SCQF. Level 2 Until September 2015, England, Wales and Northern Ireland shared qualifications frameworks, and the five principal exam boards offering general qualifications across all three jurisdictions were AQA, Pearson, OCR, WJEC and CCEA. SVQ/NVQ level 1, Level 1 vocational awards, IVQ certificate, Level 1 International Introductory Awards*. The levels were:[19][20][21]. Centres, sometimes known as examination centres, conduct the examinations and assessments set by awarding organisations. The Cambridge PDQ Certificate was found to be comparable to: UK - RQF and FHEQ level 4 South Africa - NQF level 6 Advanced Degree Certificate. The Qualifications and Credit Framework (QCF) was introduced alongside the NQF in 2008. Within the RQF, the level and size of each qualification is determined as follows: The level of a qualification is based on the generic knowledge and skills a learner will be able to demonstrate once they have achieved that particular qualification. Concerns about the QCF emerged during a consultation in 2015, which highlighted that QCF rules imposed a one-size-fits-all approach to the design of qualifications and that this was not always consistent with the development of high-quality vocational qualifications that met employers’ needs. This consists of level 1 to 4. The UK education and training system performs relatively well according to most EU 2020 benchmarks. According to the UK NARIC Band Framework, South African NQF level 6 qualifications can be considered comparable to either RQF or FHEQ levels 4 and 5. As such, some courses which were popular internationally and offered by British-based organisations were not available to state schools in England, Wales and Northern Ireland. The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (FHEQ) includes separate descriptors for higher education (HE) qualifications in England, Wales and Northern Ireland and in Scotland for bachelor's degrees and below; for master's degrees and doctoral degrees the same descriptors apply across the UK. The QCF had prescriptive rules on qualification design and assessment; a review in 2014 found that "the rules placed too much focus on structure, and not enough on validity, and that they were not flexible enough to meet the variety of needs covered by vocational qualifications". Honours-level courses are coded H and non-honours bachelor's-level courses I (across the whole of the UK, not just Scotland, thus splitting level 6 on the England, Wales and Northern Ireland framework). Level 4 qualifications are at a level equivalent to Certificates of Higher Education. Qualifications may be assigned one of a range of levels, from Entry Level 1 (which is the most basic in terms of the outcomes required) through to Level 8 (the most advanced). Diplomas may be awarded across more than one level of the NQF between Levels 5 and 8 inclusive. The National Qualifications Framework is a n instrument for the classification of qualifications according to a set of criteria for specified levels of learning achieved. Was established as a Foundation degree. [ 21 ] 4 qualifications still... 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