As you hear
about the South African Qualifications Authority (SAQA), do you wonder why it
exists? In other words, what is its purpose, and how does that relate to the
National Qualifications Framework (NQF)?
You are not alone in asking these questions,
which is why we created the following informational guide.
About the SAQA Board
The South
African Qualifications Authority is composed
of a board of 12 members who have been appointed by the Minister of Higher
Education and Training. The board acts is
a statutory body closely associated with the NQF, which exists to encourage
life-long learning. Board members come from a range of industries, from people
in education and training to organized businesspeople.
The SAQA: Functions and the NQF
One of the
primary functions of the South African qualification system is to carry out the goals of the National Qualifications
Framework. It must oversee the implementation
of the NQF and keep the NQF on track for carrying out its objectives; such
objectives include creating a solitary nation-wide framework for learning
achievements.
The NQF
objectives are fully outlined in the 2008
NQF Act No 67. The NQF is in place as a system for ensuring proper
classification, registration, publication and explanation of national
qualifications. The SAQA ensures the NQF is being carried out in ways that meet
its goals and propose alterations to the Minister as the Board deems fit.
Additional Details
In addition, the
South African qualification system develops and manages sub-frameworks within
the National Qualifications Framework. Whenever the South African
Qualifications Authority administers its functions or has suggestions, it must
advise the Minister of Higher Education and Training.
As the South
African Qualifications Authority advises the Minister, it is an essential
office in South Africa. It not only creates a single framework for learning
achievements but ensure that the framework
is accessible and improves its quality wherever necessary. More details can be found at the SAQA website.
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