Chartered Institute for the Management of Assessment Practice News Letter 2013

1. 1
www.cimap.co.za
⇢
Message from the CIMAP Board
Dear
CIMAP
Members,
The
Chartered
Institute
for
the
Management
of
Assessment
Practice
(CIMAP)
is
actively
involved
in
the
shaping
of
the
skills
development
landscape.
CIMAP
is
actively
participating
in
QCTO
and
SAQA
task
Teams
and
are
represented
on
a
number
of
SETA
task
teams.
The
skills
development
landscape
has
seen
a
number
of
changes
geared
towards
the
advancement
of
Public
Further
Education
and
Training
provision.
Private
provision
will
see
a
remarkable
change
under
the
QCTO
as
the
proliferation
of
provision
is
curbed
to
a
coherent
integrated
structure
centred
in
professional
validation.
CIMAP
is
in
the
process
of
SAQA
Professional
body
and
QCTO
Assessment
Quality
Partner
registration.
The
board
is
confident
that
we
are
represented
by
seasoned
professionals
that
add
significant
value
to
the
assessment
community
of
expert
practitioners.
Change
is
never
easy,
and
changes
in
the
South
African
education
landscape
appears
to
be
on
a
perpetual
cycle
of
evolution
to
mirror
international
developments.
In
the
face
of
youth
unemployment
and
contracting
market
forces,
participants
in
the
education
landscape
are
able
to
contribute
uniquely
to
the
development
of
human
capital
and
talent
pipeline
development.
It
is
an
apt
time
to
reflect
on
the
words
of
South
Africa's
greatest
leader
-­‐
Nelson
Mandela,
in
these
changing
times
"Education
is
the
great
engine
of
personal
development.
It
is
through
education
that
the
daughter
of
a
peasant
can
become
a
doctor,
that
the
son
of
a
mineworker
can
become
the
head
of
the
mine,
that
a
child
of
farm
workers
can
become
the
president
of
a
great
nation.
It
is
what
we
make
out
of
what
we
have,
not
what
we
are
given,
that
separates
one
person
from
another."
As
CIMAP
grows
from
strength
to
strength,
the
journey
to
emergence
is
underway,
and
we
are
reminded
daily
that
we
are
truly
masters
of
our
own
destiny.
Yours
in
assessment
excellence!
CIMAP
Board
ASSESSMENT TALK
The
Chartered
Institute
for
the
Management
of
Assessment
Practice
(CIMAP)
BOARD
MEMBERS
Chairperson:
D.E.
Damons
MSc;
(FCIEA
U.K)
Dr.
L.
Meyer;
(FCIEA
U.K);
Dr.
K.
Deller;
Prof.
D.
S.
Matjila;
Mr.
P.
Mathebula;
(BEd
Hons)
Mr.
T.
Tshabalala;
Dr.
W.
Goosen;
(FCIEA
U.K);
Mrs.
R.
Pillay;
(M.Ed.);
Dr.
M.
Serfontein;
(FCIEA
U.K);
T
-­‐
011
704
7956
F
-­‐
086
687
0417
W
-­‐
www.cimap.co.za
M
-­‐
admin@cimap.co.za
May2013
NewsleYer
Editor:
Regional
Conveners:
H.
D.
Edwards
EC
L.
Findlay
Limpopo
T.
Tshabalala
GA
H.
Van
Twisk
KZN
J.
Topping
WC
S.
Louw
FreeState
P.
Lala
REGION
KZN
1st
Floor
Cowey
House
Morningside
Durban
-­‐
4001
REGION
WC
CIMAP
Suite
West
Block
Tannery
Park
23
Belmont
Road
Rondebosch
-­‐
7700
INSIDE THIS
ISSUE
Update:
QCTO
RPL
Policy
-­‐
2
Ethics
in
Education
-­‐
3
Study
on
work
readiness
-­‐
4
A
day
in
the
life
of
-­‐
6
Birthday
Greetings
-­‐
7
SMME
Noticeboard
-­‐
8

2. 2
www.cimap.co.za
⇢
Although
CIMAP
is
not
yet
a
registered
Assessment
Quality
Partner
(AQP)
we
were
invited
to
participate
in
a
QCTO
task
team
to
debate
the
concept
of
Recognition
of
Prior
Learning
(RPL)
and
how
it
might
be
implemented
under
the
QCTO
in
years
to
come.
The
CIMAP
board
asked
me
to
attend,
and
although
much
of
the
discussion
is
yet
to
be
approved,
I
can
share
a
few
personal
insights
with
you
all.
Firstly,
it
has
long
been
a
concern
of
mine
that
the
current
QCTO
policies
are
not
going
to
make
RPL
easier
for
the
average
citizen.
My
rationale
has
been:
The
QCTO
policies
describe
a
curriculum
model
that
“recognises
that
expert
practice
requires
a
complex
interplay
of
knowledge
and
skills
in
a
range
of
working
environments;
however
the
pathway
to
that
end
requires
the
disaggregation
of
the
different
component
parts...”2
–
in
other
words
the
QCTO
recognises
that
expert
practitioners
have
already
integrated
the
knowledge,
skill
and
workplace
components
but
the
same
draft
policy
proposes
that
they
be
RPL-­‐ed
in
a
disaggregated
way;
This
means
that
RPL
candidates
who
are
operating
at
the
level
of
an
expert
(Benner,
1984)
have
to
disaggregate
their
already
integrated
ability
into
the
knowledge
components,
the
practical
components
and
the
workplace
practice
in
order
to
be
RPL-­‐ed.
This
sounds
a
bit
like
trying
to
unscramble
an
egg
and
I
long
held
the
opinion
that
this
is
going
to
be
quite
difficult
to
do.
(Consider
any
occupation
that
you
are
expert
in
–
could
you
be
assessed
competent
in
all
of
the
knowledge
that
underpins
that
occupation
in
isolation
to
any
practical
context,
using
the
language
and
academia
that
will
be
taught
to
novices?
The
working
world
often
has
its
own
terminology
and
jargon;
and
theoretical
concepts
have
evolved
from
generic
theory
to
situated
workplace
practice
–
if
your
only
reference
is
the
contextual
workplace
practice
it
will
be
quite
difficult
to
be
found
competent
at
the
theory
currently
being
taught
to
new
entrants.);
There
are
three
learning
components
(knowledge,
practical
and
workplace)
–
each
of
which
could
potentially
be
delivered
by
a
different
Skills
Development
Provider
(SDP).
There
is
also
the
Fundamental
Learning
Component,
which
the
learner
or
RPL
candidate
must
complete
before
they
write
the
External
Integrated
Summative
Assessment
(the
EISA)
with
the
AQP.
This
FLC
could
potentially
add
a
fourth
provider
to
the
mix;
Each
of
the
three
or
four
providers
will
have:
Different
RPL
methodologies;
Diferrent
RPL
assessors
and
advisers;
Different
RPL
formats
This
will
make
it
difficult
for
an
RPL
candidate
to
navigate
an
already
tricky
process
(not
to
mention
costly
–
and
all
the
components
may
not
be
available
with
the
different
providers
when
you
want
them);
The
External
Integrated
Summative
Assessment
(the
EISA)
with
the
AQP
is
also
a
potential
hurdle
for
RPL
candidates
who
often
prefer
to
go
the
RPL
route
because
they
are
afraid
of
writing
exams
and
tests;
RPL
assessment
is
very
different
from
summative
assessment
and
I
have
long
felt
that
RPL
assessors
and
moderators
have
a
different
skills
set
to
summative
assessors
and
moderators.
It
was
with
these
personal
concerns
that
I
went
along
to
the
QCTO
RPL
task
team
chaired
by
Dr
Julia
Motaung.
The
meeting
was
attended
by
already
appointed
AQPs,
with
CIMAP
being
the
only
one
not
yet
appointed.
It
was
immediately
evident
that
there
was
a
great
deal
of
experience
in
the
task
team
and
everyone
was
confident
to
express
their
views
and
opinions.
Dr
Motaung
is
knowledgeable
and
inviting
and
she
debated
the
comments
made
by
the
task
team
with
interest.
I
have
a
good
feeling
that
many
of
the
suggestions
we
made
will
go
a
long
way
towards
making
the
RPL
journey
a
more
simple
one
to
navigate
in
future
by
both
candidates
and
providers.
Another
meeting
is
scheduled
in
a
few
weeks
to
discuss
the
changes
accepted
and
from
there
the
draft
document
may
well
be
circulated
for
public
comment.
CIMAP
will,
of
course,
make
sure
all
members
are
sent
a
copy
when
this
happens.
Cont.
on
next
page
INTEGRITY;;DISCIPLINE;;CREDIBILITYCIMAPASSESSMENTTALKMAY2013
DS
Matjila
is
an
Associate
Professor
in
the
Department
of
African
Languages
and
head
of
Centre
for
Pan
African
Languages
and
Cultural
Develpment.
He
is
a
fellow
of
the
University
of
Michigan.
His
area
of
research
includes
literacy,
applied
linguistics,
psycho-­‐linguistics,
literature
and
cultural
history.
Professor
Matjila
has
presented
scientific
papers
nationally
and
internationally.
He
has
published
scientific
articles
on
language,
culture
and
literature
in
various
journals.
He
is
also
an
accomplished
author
of
Setswana
short
stories,
novels
and
readers.
In
2006
Matjila
was
invited
by
University
of
Pennsylvania
to
study
a
short
course
in
Creative
Writing.
In
August
2009
he
was
invited
by
Temple
University
to
present
lectures
at
the
Institute
of
African
and
African
American
Studies.
Prof
Matjila
is
one
of
the
commissioners
of
the
Academy
of
African
Languages,
serving
on
the
Setswana
Cross
Border
Committee.
He
is
also
a
member
of
Association
Internationale
De
Linguistica
Appliquee
(AILA)
and
Scientific
Convener
of
Education
in
Multilingual
and
Multicultural
Setting.
DS
Matjila
has
collected
Plaatje-­‐Molema
papers
in
USA
and
Europe.
He
has
been
working
with
communities
in
Moruleng
on
validation
of
Sol
Plaatje's
"Other
Proverbs".
The
manuscript
was
found
at
the
University
of
London
in
2008.
Recently
Matjila
and
Karen
Haire
have
translated
a
Setswana
manuscript
titled
Morata
Wabo
into
English,
a
biography
of
Sol
Plaatje
written
by
Dr
S.M.
Molema.
BOARD MEMBER UNDER THE SPOTLIGHT
UPDATE: QCTO RPL DRAFT POLICY
Professor
Matjila
serves
on
the
CIMAP
Board

3. 3
www.cimap.co.za
⇢
INTEGRITY;;DISCIPLINE;;CREDIBILITYCIMAPASSESSMENTTALKMAY2013
Cont.
from
previous
page
On
another
note,
these
are
a
few
things
I
learnt
at
the
meeting:
There
are
six
QCTO-­‐appointed
AQPs
to
date;
SAQA
has
approved
the
new
national
RPL
policy
and
that
this
will
be
circulated
soon
for
public
comment;
The
QCTO
is
moving
away
from
the
term
“unit
standard”.
The
new
terms
is
“component”;
RPL
activities
will
also
be
quality
assured
by
the
AQP;
The
term
External
Integrated
Summative
Assessment
(the
EISA)
has
replaced
the
Final
Summative
Assessment
(FSA).
With
this
in
mind,
don’t
forget
that
CIMAP
is
offering
BANKSETA
sponsored
two
day
“how
to
implement
RPL”
training
sessions
to
members
in
May
and
June.
Details
to
follow
soon.
Dr
Karen
Deller
UPDATE: QCTO RPL DRAFT POLICY
ETHICS IN EDUCATION
The
not
insignificant
matter
of
‘Ethics
in
Education’
continues
to
raise
its
head
on
a
daily
basis.
The
lack
of
value-­‐driven
behaviour
amongst
Educators
and
Practitioners
is
constantly
bemoaned
by
many
an
ethical
ETD
Practitioner.
We
must
continue
to
debate
the
matter
-­‐
we
must
report
unethical
behaviour
-­‐
we
must
take
to
task
those
Practitioners
who
continue
to
denigrate
our
profession.
CIMAP
has
a
Code
of
Conduct
that
is
signed
by
all
new
Members-­‐
unethical
behaviour
on
the
part
of
a
CIMAP
Member
can
be
reported
(anonymously)
on
Fax
086
687
0417’.
QUOTABLE
QUOTES
from
leaders
on
this
moot
point:
-­‐
“Nothing
influences
children’s
behaviour
more
powerfully
than
adult
behaviour.
What
do
children
learn
when
they
see
that
teachers
are
late,
when
the
principle
is
absent?
What
do
children
learn
when
the
classroom
is
overcrowded?
What
does
a
child
learn
when
teachers
have
sexual
realtions
with
students?”
Extract
from
a
presentation
by
Professor
Jonathan
Jansen.
“When
we
speak
of
ethics
we
have
to
understand
the
importance
of
education
as
it
begins
at
home
and
in
the
communities.
What
values
do
you
pass
onto
your
children
before
he
or
she
goes
to
school?
What
kind
of
tolerance
and
what
kind
of
decency
as
well
as
what
kind
of
behaviour
and
contact
do
you
demonstrate
to
your
children
as
he
or
she
is
growing
up?
What
role
do
the
teachers
play
in
their
conduct
and
behaviour?”
Extract
from
a
presentation
by
Mr
E
Surty:
(the
then)
Deputy
Minister
of
Education.
Both
of
the
abovementioned
extracts
are
from
a
report
on
proceedings
of
the
third
anti-­‐corruption
summit
-­‐
survey
conducted
by
the
Ethics
Institute
of
South
Africa.
There
is
data
in
the
report
on
FET
colleges
having
to
cope
with
Learnrs
who
emerge
from
school
with
a
low
value
system
-­‐
read
the
report
on
http://www.nacf.org.za/anti-­‐corruption-­‐summits/third_summit/
UnitedNationsReport_summit3_Chapter8.pdf
FOR
MEMBERSHIP
RENEWALS
or
NEW MEMBERSHIP
contact
admin@cimap.co.za
or
T 011 704 7956
Collaboration: CIMAP and APPETD
The
Chartered
Institute
for
the
Management
of
Assessment
Practice
(CIMAP)
is
pleased
to
announce
that
it
has
signed
a
reciprocity
agreement
with
the
Association
for
Private
Providers
of
Education
and
Training
(APPETD).
The
collaborative
partnership
commenced
on
2
May
2013
and
both
parties
expressed
a
pleasurable
anticipation
at
supporting
each
other
in
the
interest
of
augmenting
quality
standards
in
the
field
of
education,
training
and
development.
CIMAP
anticipates
a
fruitful
relationship
with
the
APPETD.
QUALITY
-­‐
QUALITé
-­‐
QUALITÄT
-­‐
CALIDAD
-­‐
QUALITATIVO
-­‐
KWALITEIT
Whatever
the
language
-­‐
quality
=
quality

4. 4
www.cimap.co.za
⇢
INTEGRITY;;DISCIPLINE;;CREDIBILITY
CIMAPASSESSMENTTALKMAY2013
Study Confirms that Work Readiness Programmes Add Value
First published on www.skillsportal.co.za on
Fri, 26 Apr 2013 11:25
Fasset’s
Tracer
Study
confirms
that
Work
Readiness
Programmes
add
value
“As
custodians
of
public
funds
it
is
incumbent
upon
Fasset’s
Board
to
ensure
that
our
stakeholders
are
getting
good
value
for
money.
Fasset’s
funding
decisions
need
to
be
strategic,
rational,
and
as
far
as
humanly
possible,
scientific.
Using
these
imperatives
as
the
yardstick,
the
Fasset
Board
commissioned
a
Tracer
Study
to
assess
the
impact
that
the
Fasset-­‐funded
Thusanani
and
Bonani
Work
Readiness
Programmes
have
had
over
the
past
ten
years.
I
am
delighted
to
report
that
the
research
confirms
that
these
programmes
are
playing
an
important
role
in
creating
sustainable
employment
for
unemployed
graduates
and
diplomates,
while
at
the
same
time
meeting
real
skills
needs
within
the
sector,”
says
Fasset
CEO,
Cheryl
James.
The
Tracer
Study:
“The
value
of
Fasset-­‐funded
Work
Readiness
Programmes,”
had
four
broad
objectives:
obtain
project
employers’
and
project
beneficiaries
views
regarding
the
value
of
these
programmes
in
terms
of
preparing
candidates
for
work;
gauge
the
project
beneficiaries
workplace
progress;
ascertain
whether
beneficiaries’
earnings
have
improved;
and
ascertain
how
many
project
beneficiaries
had
furthered
their
qualifications
since
completing
the
programme.
Interviews
were
conducted
with
1
508Thusanani
and
Bonani
Work
Readiness
Programme
beneficiaries
and
148
of
their
employers.
Of
the
790
beneficiaries
who
work
in
the
sector,
57.5%
are
employed
in
the
Accounting,
Bookkeeping,
Auditing
and
Tax
Services
field;
11.4%
work
for
SARS
and
10%
work
in
banking.
The
lion’s
share
of
employers
(74.3%)
were
based
in
Gauteng;
11.5%
in
KwaZulu-­‐
Natal;
5.4%
in
the
Western
Cape;
2.7%
in
North
West;
2%
in
Mpumalanga;
2%
in
Free
State;
1.4%
in
Limpopo;
and
0.7%
in
the
Eastern
Cape.
In
terms
of
employer
profile,
73.6%
of
employers
were
in
the
Finance,
Real
Estate
and
Business
Services
sector;
9.5%
were
in
general
government;
5.4%
in
Personal
Services;
4,7%
in
manufacturing,
3.4%
in
transport
storage
and
communication,
2,7%
in
the
wholesale
and
retail
trade,
hotels
and
restaurants
and
0.7%
in
mining
and
quarrying.
The
research
revealed
that
89.7%
of
project
beneficiaries
(1
353
individuals)
are
currently
employed.
The
majority
of
beneficiaries
(88.7%)
placed
on
an
internship
or
learnership
found
employment
on
completion
of
the
internship
or
learnership
either
at
the
company
where
they
were
placed,
or
elsewhere.
Of
the
11.3%
of
project
beneficiaries,
who
were
not
placed,
85.4%
found
employment
using
the
skills
gained
from
the
programme.
Most
employers
(90.5%)
indicated
that
they
prefer
employing
beneficiaries
of
Fasset-­‐funded
programmes
because
candidates
are
equipped
with
the
soft
skills
required
for
workplace
success.
Preparing
employees
for
the
workplace
is
a
costly
exercise:
having
access
to
work-­‐ready
unemployed
graduates
saves
employers
time
and
money.
Employers
were
also
swayed
by
the
fact
that
Fasset
has
a
good
track
record
in
terms
of
skills
development
initiatives.
The
research
revealed
that
employers
are
eager
to
help
build
capacity
in
the
sector;
hiring
unemployed
work-­‐ready
graduates
and
diplomats
to
reduce
unemployment,
is
regarded
as
part
of
their
social
responsibility.
The
fact
that
candidates
have
already
been
screened,
serves
as
an
additional
incentive.
While
93.2%
of
employers
believe
Fasset-­‐funded
Work
Readiness
Programmes
provide
beneficiaries
with
most
of
the
soft
and
technical
skills
needed
in
the
workplace;
89.2%
expressed
the
same
view
for
technical
skills.
Bonani
and
Thusanani
learners
were
perceived
to
have
a
very
positive
attitude
to
work:
this
is
arguably
one
of
the
programmes
most
value-­‐adding
elements.
While
Bonani
and
Thusanani
learners
impressed,
there
were
skills
gaps,
nevertheless:
employers
said
training
provision
could
be
improved
in
areas
such
as
English,
business
and
report
writing
skills;
telephone
communication
skills;
decision-­‐
making
skills;
analytical
thinking
skills,
problem
solving
skills
and
creating
awareness
that
that
time
is
money;
Powerpoint
skills;
and
advanced
Excel
skills.
Project
beneficiaries
concurred
that
these
Work
Readiness
Programmes
have
made
an
indelible
difference
in
their
lives:
95.6%
of
candidates
would
recommend
the
programme
to
family
and
friends.
The
Bonani
and
Thusanani
Programmes
have
enhanced
both
their
soft
skills
and
their
technical
skills
to
a
‘large
extent.’
The
most
useful
soft
skills
imparted
include
communication
skills
(personal
and
business);
time
management;
team
work;
job
search
strategies;
networking;
career
development
(the
management
of
one’s
own
career);
critical
thinking;
problem
solving
and
decision-­‐making.
Several
beneficiaries
mentioned
training
related
to
customer
care
and
dictionary
skills
as
particularly
useful.
Valuable
technical
skills
imparted
include:
numeracy
proficiency;
use
of
MS
Excel;
basic
bookkeeping/accounting
skills;
use
of
MS
Word;
use
of
Pastel;
Internet
use
in
general;
use
of
MS
Powerpoint
and
email
use.
Training
relating
to
project
management
and
in
a
Virtual
Office
(simulation)
were
also
cited
as
very
useful.
The
Tracer
Study
confirmed
that
the
Bonani
and
Thusanani
Work
Readiness
Programmes
have
enhanced
career
prospects
by
teaching
beneficiaries
how
to
take
responsibility
for
their
lifelong
learning
and
work.
Programme
beneficiaries
have
been
taught
how
to
plan,
how
to
make
informed
decisions,
how
to
search
for
employment
opportunities,
how
to
conduct
themselves
in
interviews
and
how
to
conduct
themselves
in
the
workplace.
There
was
evidence
that
these
programmes
enabled
candidates
to
plan
and
manage
their
own
careers.
Since
being
placed
in
employment
48.6%
of
programme
beneficiaries
have
progressed
to
a
higher
position;
30.5%
are
still
in
the
same
position
and
13.4%
have
been
placed
as
trainee
accountants
and
are
still
busy
with
their
training.
If
all
trainee
accountants
complete,
the
progression
figure
will
increase
to
62%.
Only
766
of
the
1
082
learners
placed
in
employment
or
an
internship
or
a
learnership
divulged
salary
information.
Only
2.1%
of
candidates
earned
R10
000
or
more
per
month
when
they
were
placed
in
employment;
32.0%
revealed
that
they
are
earning
R10
000
per
month
or
more.
This
represents
a
29.9%
increase
in
earnings.
It
is
interesting
to
note
that
58.1%
of
project
beneficiaries
earned
less
than
R5
000
per
month
when
they
started
working;
currently
only
19.8%
learn
less
than
R5
000
per
month.
Particularly
gratifying,
was
the
fact
that
165
project
beneficiaries
have
since
obtained
a
further
qualification;
155
of
these
qualifications
are
at
a
higher
level.
Four
beneficiaries
held
certificates:
3
have
since
attained
diplomas;
1
has
attained
another
certificate.
Of
the
840
beneficiaries,
who
held
diplomas,
106
have
since
obtained
a
first
degree
or
higher
diploma;
11
have
attained
an
Honours
degree;
and
one
has
attained
a
certificate.
Continued
on
next
page
QUALITY in Assessment Practice

5. 5
www.cimap.co.za
⇢
INTEGRITY;;DISCIPLINE;;CREDIBILITY
CIMAPASSESSMENTTALKMAY2013
Study Confirms that Work
Readiness Programmes Add Value
Continued
from
previous
page
Of
the
634
beneficiaries,
who
held
a
first
degree
or
higher
diploma,
28
have
obtained
honours
degrees;
5
have
attained
Master’s
degree;
7
have
obtained
national
diplomas
and
1
has
attained
a
certificate.
Of
the
30
beneficiaries
who
held
Honours
degrees,
2
have
since
completed
a
Master’s
degree.
“The
results
of
the
Fasset
Tracer
study
confirm
that
Fasset-­‐funded
work-­‐
readiness
interventions
have
had
a
very
positive
impact
on
learners’
lives.
The
Bonani
and
Thusanani
Work
Readiness
Programmes
have
enhanced
employability,
provide
better
skilled
entrants
to
the
workplace,
have
facilitated
gainful,
sustainable
employment,
and
are
welcomed
by
employers.
It
is
not
surprising
therefore,
that
the
researchers
have
recommended
that
Fasset
continues
to
fund
Work
Readiness
Programmes.
If
rolled
out
across
Setas,
and
across
the
economy
as
a
whole,
Work
Readiness
Programmes
could
undoubtedly
make
a
very
positive
impact
on
graduate
unemployment
in
South
Africa,”
James
concludes.
CIMAP Speaks at SABPP Event
Dr
Wilma
Guest-­‐Mouton
flies
the
flag
for
CIMAP.
On
11
April
CIMAP
presented
at
an
SABPP
event
at
the
Northwest
University
in
Potchefstroom
and
at
the
University
of
Limpopo
in
Turfloop
on
15
April.
The
topic
in
both
cases
was
‘Challenges
for
Assessment
in
the
21st
Century’.
Dr
Wilma
addressed
approximately
one
hundred
and
fifty
people
and
spoke
with
knowledge
and
experience
about
the
different
(21st
century)
approach
that
Assessors
and
Moderators
must
take
to
assist
our
aspiring
Candidate
Assessors
and
Candidate
Moderators
on
their
journey
to
achieving
quality
standards
in
assessment
proactice.
Dr
Wilma
Guest-­‐Mouton
(CIMAP
Member
and
CEO
of
Guest
Resource
Services)
with
Dr
Julia
Motaung
(QCTO
Deputy
Director:
Occupational
Qualification
Assessment)
at
the
SABPP
Event
REMINDER
Don’t let your Assessor or
Moderator registration lapse
Check your SETA registration document
It
is
the
mark
of
an
educated
mind
to
be
able
to
entertain
a
thought
without
accepting
it.
(Aristotle)
DID YOU KNOW?
Mosibudi
Mangena
received
the
Order
of
Luthuli
on
27
April
2013
for
improving
education,
particularly
in
Science
and
Mathematics.
Nontsikelelo
Qwelane
received
the
Order
of
the
Baobab
(Bronze)
for
her
contribution
to
education.
She
is
also
the
olders
teacher
in
South
Africa
at
the
age
of
92.
ARE YOU
EQUIPPED TO
OFFER CPD?
Contact us on 011
704 7956 or
info@cimap.co.za if
you think you can
offer CPD
programmes for
CIMAP Members
!

6. 6
www.cimap.co.za
⇢
Cynthia
was
interviewed
at
the
office
of
APPETD
in
Randpark
Ridge
-­‐
Johannesburg
on
Monday
22
April
2013.
Interview
by
Heidi
D
Edwards
CIMAP
Assessment
Talk
Editor
The
interview
commenced
at
the
beginning
...........
with
this
question.
Q
-­‐
Where
and
how
did
Cynthia's
life
in
Education
Training
and
Development
(ETD)
start?
A
-­‐
I
wanted
to
study
to
become
an
astronomer.
In
those
days
that
passage
was
not
really
open
to
young
ladies.
I
studied
microbiology
and
then
changed
to
analytical
chemistry.
At
WITS
Technikon
I
had
a
part-­‐time
job
in
the
physics
lab
and
that
is
where
my
interest
in
ETD
started.
I
started
to
lecture
and
to
assist
with
the
practical
components
of
physics
by
assisting
in
writing
programmes
to
evaluate
students’
practical
results
using
QBasic*.
*
Ed.
note
-­‐
Both
Cynthia
and
the
Editor
are
old
enough
to
remember
life
before
MS
Windows.
Q
-­‐
How
many
years
did
you
spend
in
the
hallowed
halls
of
academia?
A
-­‐
I
was
at
WITS
Tech
for
16
years!
Cynthia's
professional
life
before
becoming
CEO
of
APPETD
has
stood
her
in
good
stead
for
the
rigours
of
ETD.
She
has
lectured
in
science
and
mathematics;
she
has
been
in
charge
of
a
computer
laboratory
where
she
developed
programmes
that
allowed
students
to
see
(insert
'eye'
emoticon
to
replace
the
word
'see')
the
virtual
classroom
and
she
has
implemented
full
qualifications
for
thousands
of
Learners.
The
'virtual
classroom'
in
which
she
was
involved
helped
students
to
know
how
everything
that
they
were
learning
would
fit
together.
Cynthia
has
implemented
many
such
systems
that
bring
a
decidedly
practical
aspect
to
the
manner
in
which
Learners
approach
their
studies.
Prior
to
taking
on
the
mantle
of
CEO
Cynthia
had
prepared
herself
for
the
APPETD
arena
by
sitting
on
APPETD's
Board
for
several
years.
She
has
been
at
the
Association
during
the
early
years
and
had
the
honour
and
privilege
to
meet
and
be
mentored
by
Marietta
van
Rooyen,
with
the
support
of
Roxanna
Rajab
who
served
as
the
first
Chairperson
of
the
Association
many
years
ago.
Q
-­‐
Tell
me
why
you
are
in
this
field?
A
-­‐
I
am
from
a
family
of
Educators
yet
I
always
said
I
will
NEVER
be
an
Educator
because
I
firmly
believed
that
my
personality
did
not
allow
for
it
yet
I
have
come
to
love
facilitating
and
educating.
Q
-­‐
Where
did
you
grow
up?
A
-­‐
In
Roodepoort
(Gauteng)
-­‐
I
was
born
in
Kempton
Park,
educated
at
Gustav
Preller
Primary
School
and
Florida
High
School.
At
school
I
was
already
a
serious
'academic'
in
the
making
with
an
adoration
for
mathematics
and
an
equal
passion
for
tennis.
Q
-­‐
Is
there
a
certain
'mystery'
for
you
about
ETD?
Was
there
ever
a
mystery?
A
-­‐
Yes
-­‐
that
is
why
I
shifted
from
the
very
scientific
career
that
I
(thought)
I
wanted
to
my
current
position.
I
realised
with
time
that
I
want
to
know
how
the
human
brain
works
from
the
perspective
that
we
are
meant
to
ensure
positive
change
in
the
world.
A
question
in
my
mind
is
whether
mankind's
obsession
with
technology
is
truly
revolutionary
or
whether
this
obsession
will
mean
that
we
destroy
our
world.
We
as
humans
seem
to
have
lost
the
underlying
principle
of
an
holistic
approach
to
ensure
ultimate
success
in
all
that
we
do
-­‐
the
principle
of
COMPASSION.
Q
-­‐
What
are
you
currently
studying?
A
-­‐
I
am
busy
with
my
PhD
degree
in
Management
of
Technology
and
Technology
(MOTI)
at
the
Da
Vinci
Institute
and
yes,
it
is
a
private
institution.
Q
-­‐
How
can
we
as
human
beings
and
Practitioners
in
ETD
make
a
difference?
A
-­‐
We
need
to
understand
each
other
before
we
can
make
a
difference.
Q
-­‐
How
does
Cynthia
Reynders
-­‐
CEO
of
APPETD
make
a
difference?
A
-­‐
My
Members
know
I
am
there
as
a
leader.
They
see
me
regularly
at
the
workshops,
they
see
me
as
someone
who
takes
note
of
their
concerns.
Members
see
me
as
a
leader
to
take
them
forward.
Members
see
me
fighting
their
battles
with
them
(in
a
humble
manner)
and
I
give
them
business
guidance.
I
give
them
a
platform
(on
a
social/human
level)
to
interact
with
other
members
and
a
platform
to
solve
problems
on
a
non-­‐academic
level.
I
am
a
convener
-­‐
I
bring
people
together
to
share
thoughts
and
by
virtue
of
that
building
a
strong
network
of
thought
in
private
education.
I
believe
that
this
is
what
will
make
a
difference
in
taking
private
education
forward.
Not
only
fighting
battles,
but
also
on
a
human
level,
getting
people
together
to
understand
what
education
needs
-­‐
why
we
should
have
private
education.
Showing
how
we
can
contribute
to
economic
growth
but
also
that
we
all
have
a
future
together.
Private
education
is
not
just
a
theoretical
interpretation
-­‐
humans
are
humans
-­‐
we
can
interact
beyond
the
theory.
We
all
always
speak
but
do
we
always
listen?
Cynthia
has
these
questions
for
her
members:
-­‐
Are
you
committed
to
positive
change?
Do
you
feel
that
you
have
achieved
what
you
wanted
to
achieve
from
the
onset
(in
private
education)?
What
did
you
set
out
to
do?
What
do
you
want
to
achieve
in
private
education
by
virtue
of
your
institution?
What
is
the
difference
you
want
to
make?
What
is
your
philosophy
in
life?
Q
-­‐
How
does
Cynthia's
personal
philosophy
help
her
to
manage
APPETD
on
a
daily
basis
as
CEO?
A
-­‐
I
want
to
remind
people
that
they
should
have
a
humble
approach.
My
personal
philosophy
drives
me
to
help
people
to
understand
the
context
in
which
they
operate.
Ed.
note:
-­‐
Cynthia
is
self-­‐effacing,
gentle,
kind
and
quietly
enthusiastic
about
Private
Education
and
Training,
with
just
a
glint
of
steely
determination
visible
in
her
twinkling
eyes.
Cynthia
can
be
reached
on
011
791
5463
at
APPETD
INTEGRITY;;DISCIPLINE;;CREDIBILITYCIMAPASSESSMENTTALKMAY2013 A DAY IN THE LIFE OF .............
CYNTHIA
REYNDERS
-­‐
CEO
-­‐
APPETD
(Association
for
Private
Providers
in
Eduation,
Training
&
Development)
From
WITS
to
eDegree
-­‐
implementing
qualifications
on
an
FET
level
(2
-­‐
4),
eLearning
Benoni
Technical
College
(Ekurhuleni
East
College
for
FET)
-­‐
ITC
Manager
&
lecturer
in
Engineering
studies
Electrical
Contractor’s
Association
of
South
Africa
-­‐
National
Training
Manager
Minerals
and
Energy
Education
and
Training
Institute
(CEO)
-­‐
then
APPETD
"Understand
your
counterpart
before
you
try
and
lead".
APPETD
Annual
General
Meeting
on
Friday
17
May
2013
Misty
Hills
Conference
Centre
-­‐
0900
until
1500

7. 7
www.cimap.co.za
⇢
INTEGRITY;;DISCIPLINE;;CREDIBILITYCIMAPASSESSMENTTALKMAY2013 EDITOR’S BOOK LIST
The
Richest
Man
in
Babylon
Penguin
Putnam
Inc
(George
S
Clason
-­‐
2002)
Public
Finance
Management
Act
Juta
(Juta’s
Statutes
Editors
-­‐
2012)
Occupational
Health
&
Safety
Act
85
of
1995
&
Regulations
Juta
(Juta’s
Statutes
Editors
-­‐
2012)
King
III
Report,
King
Code
&
Companies
Act
71
of
2008
IoDSA
Pocket
Library
Juta
&
Company
Ltd
(Juta’s
Statutes
Editors
-­‐
2010)
ADVERTISING
IN
THE
CIMAP
NEWSLETTER
Contact
admin@cimap.co.za
to
showcase
your
ETD
services
in
our
newsletter
.
Half-­‐page,
quarter
page
and
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brand
space
is
available.
Training
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rote
OR
training
to
think?
Umalusi
-­‐
effects
the
educational
quality
assurance
for
Grades
1
-­‐
12
and
N1-­‐3.
QCTO
-­‐
effects
quality
assurance
for
institutions
accredited
to
offer
occupationally
directed
qualifications
(NQF
levels
1-­‐10
and
N4/5/6
certificates)
CHE
(Council
for
Higher
Education)
-­‐
effects
quality
assurance
for
Higher
Education
Institutions
that
offer
academic
programmes
(NQF
levels
5-­‐10)
THE THREE QUALITY COUNCILS
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GLOSSARY OF NEW
TERMINOLOGY IN ETD
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Skills
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Expert
Practitioners
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Development
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Organising
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Quality
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Quality
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Division
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ETQA)
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South
African
Qualifications
Framework
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our students or are we doing
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8. 8
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CIMAPASSESSMENTTALKMAY2013
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FROM
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WORKSHOP
5
June
2013
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Lodge,
Centurion
Gauteng
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PAYROLL
ASSOCIATION
TAX
WORKSHOP
7
May
2013
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Country
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AFRICAN
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22
June
2013
Sandton
Convention
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Johannesburg
www.education
week.co.za
SOCIAL
&
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COMMITTEES
WORKSHOP
Institute
of
Directors
SA
20
May
2013
Cape
Town
www.iodsa.co.za
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