Assessment Quality Partner (AQP)

Means a body delegated by the QCTO to develop assessment instruments and manage external integrated summative assessment of specific occupational qualifications.

Articulation

Means the relationships and linkages between components of the NQF which signal the capacity of one qualification to give access or partial access to another cognate qualification, or to allow for learning achievements in one context to be recognised in a different context.

Credit Accumulation and Transfer (CAT)

Means an arrangement whereby the diverse features of both credit accumulation and credit transfer are combined to facilitate lifelong learning and access to the workplace.

Credit

Means a measure of volume of learning required for a qualification, quantified as the number of notional study hours required for achieving the learning outcomes specified for the qualification. One (1) credit is equated to ten (10) notional hours of learning.

Credit transfer

Means the vertical, horizontal or diagonal relation of credits towards a qualification registered on the same or different levels of the NQF.

Development Quality Partner (DQP)

Means a body delegated by the QCTO to manage the process of developing specific occupational qualifications, curricula and assessment specifications.

External integrated summative assessment

Means an assessment managed by a body appointed by the QCTO, using nationally developed assessment instruments at end of sections of learning or the end of the whole learning process to facilitate demonstration of both theory and practical competence in achieving the outcomes of the occupational qualification or part qualification.

Foundational competence

The intellectual/academic skills of knowledge together with analysis, synthesis and evaluation, which includes information processing and problem solving.

Foundational Learning Competence (FLC)

Means a minimum level of competence in the context of occupational qualifications, in Communication and Mathematical Literacy as needed for successful progression in occupational training at NQF Level 3 and NQF Level 4.

General and Further Education and Training Qualifications Sub- Framework (GFETQSF)

Means the sub-framework of the NQF for General and Further Education and Training that is developed and managed by Umalusi.

Higher Education Qualifications Sub- Framework (HEQSF)

Means the sub-framework of the NQF for Higher Education and Training that is developed and managed by the CHE.

NQF Level

Means one of the series of levels of learning achievement arranged in ascending order from one to ten according to which the NQF is organised, and to which qualification types are pegged.

Lifelong learning

Means learning that takes place in all contexts in life from a life-wide, life-deep and lifelong perspective. It includes learning behaviours and obtaining knowledge; understanding; attitudes; values and competences for personal growth, social and economic well-being, democratic citizenship, cultural identity and employability.

National Artisan Moderation Body (NAMB)

Means in terms of this sub-framework, the body appointed by QCTO as an AQP for all listed trades.

National Learners' Records Database (NLRD)

Means the electronic management information system of the NQF, which contains records of qualifications, learner achievements, recognised professional bodies, professional designations and all related information such as registration and accreditations.

National Qualifications Framework (NQF)

Means the comprehensive system approved by the Minister of Higher Education and Training for the classification, co-ordination, registration and publication of articulated and quality-assured national qualifications. The South African NQF is a singled integrated system comprising three coordinated qualifications sub-frameworks for: General and Further Education and Training; Higher Education; and Trades and Occupations.

Notional hours

Means the agreed estimate of the learning time that it would take an average learner to meet the outcomes defined; this includes consideration of contact time, research, completion of assignments, time spent in structured learning in the workplace, individual learning and assessment. Ten (10) notional hours equate to one (1) credit.

Occupational specialisation

Means a skills set related to an occupation and which may be more or less complex than that of the occupation to which it is linked.

Organising Framework for Occupations (OFO)

Means a coded classification system to encompass all occupations in South Africa, used as QCTO limit overlap in occupational qualifications development

Occupational qualification document

Means the QCTO methodology document that defines the learning required to be competent to practise an occupation or occupational specialisation.

Part qualification

Means an assessed unit of learning with a clearly defined purpose, that is, or will be, registered as part of a qualification on the NQF

Quality Council (QC)

Means one of the three Quality Councils established to develop and manage each of the sub-frameworks of the NQF: CHE for the HEQSF; Umalusi for the GFETQSF; QCTO for the OQSF.

Quality Council for Trades and Occupations (QCTO)

Means the Quality Council for Trades and Occupations established in terms of the Skills Development Act 97 of 1998.

Recognition of Prior Learning (RPL)

Means the principles and processes through which the prior knowledge and skills of a person are made visible, mediated and assessed for the purposes of alternative access and admission, recognition and certification, or further learning and development.

Sector Education and Training Authority (SETA)

Means a body established in terms of the Skills Development Act to develop and implement sector skills plans and promote learning programmes, including workplace leaning. The QCTO has delegated quality assurance powers to the SETAs.

South African Qualifications Authority (SAQA)

Means the statutory authority established in terms of the SAQA Act 58 of 1995) and continuing in terms of the NQF Act 67 of 2008, which oversees the implementation and further development of the NQF, the achievement of the objectives of the NQF, and the co-ordination of the three subframeworks

Sub-framework of the NQF

Means one of three coordinated qualification sub-frameworks which make up the NQF as a single integrated system: the Higher Education Qualifications Sub-Framework, the General and Further Education and Training Sub-Framework and the Occupational Qualifications Sub- Framework.

Trade

Means in terms of this sub-framework, an occupation listed as a trade by NAMB, for which an artisan qualification and relevant trade test is required.

Workplace-based learning

Means the exposure and interactions required to practice the integration of knowledge, skills and attitudes required in the workplace.