Cimap talk issue 8 - December 2012

ASSESSMENT TALK

December 2012
The
Chartered
Institute

for
the
Management
of

Assessment
Practice
(CIMAP)

Board
Members:
Chairperson:

D.E.
Damons

MSc;
(FCIEA
U.K)

Vice-‐Chairperson:
Prof.
M.

Mehl,

Prof.
D.
S.
Matjila;

Dr.
W.
Guest-‐Mouton;
Dr.
K.
Deller;
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);
Dr.
L.
Meyer,
(FCIEA
U.K);

HEADOFFICE
13
Magnolia
Street Newsle^er
Editor:
Regional
Conveners:
Sharonlea
-‐
2194
H.
D.
Edwards

EC
L.
Findlay

Limpopo

T.
Tshabalala
T
-‐
011
704
7956

GA
H.
Van
Twisk

KZN

J.
Topping
F
-‐
086
687
0417

CPT
S.
Louw

FreeState
S.
Lala
W
-‐
www.cimap.co.za

Ethics
H.
D.
Edwards
M
-‐
admin@cimap.co.za
REGION
KZN

1st
Floor
Cowey
House
Morningside
Durban
-‐
4001
REGION
WC

CIMAP
Suite
West
Block
Tannery
Park
23
Belmont
Road
Rondebosch
-‐
7700

Message from the CIMAP Board
Dear
CIMAP
Members, s t a n d a r d s
a n d
c o n t i n u o u s
from
which
to
run
operations
and

As
we
enter
the
festive
season,
it
is
professional
development.

It
the
Board
extends
its
gratitude
to
all

hard
to
imagine
that
2012
is
drawing
advocates
an
industry
Code
of
Ethics
members
for
their
hard
work
and

to
a
close.
The
Chartered
Institute
and
accountability.
dedication
in
supporting
CIMAP.
for
the
Management
of
Assessment
As
an
organisation
we
have
come
a
We
wish
all
members
and
their

Practice
has
worked
hard
to
long
way
in
this
endeavour,
and
are
families
a
safe
and
prosperous

establish
market
credibility
and
determined
to
grow
from
strength
festive
season
as
we
look
forward
to

professional
recognition
for
our
to
strength. an
exciting
2013.

m e m b e r s .
W e
h a v e
m a d e
Our
Corporate
Members,
our
Yours
in
assessment
excellence!
remarkable
inroads
with
SAQA,
the
Regional
Conveners
and
individual

ETDP
SETA
and
the
QCTO. members
have
worked
tirelessly
to

It
is
never
easy
to
start
something
establish
a
sound
operational
base

new
yet
CIMAP
opened
its
doors

with
a
sound
vision,
a
determined

mission
and
a
group
of
eager
and
INSIDE THIS ISSUE NOTICE:
-‐

accomplished
volunteer
members.
Spotlight
on
Board
Members
-‐
1 The
CIMAP
oﬃce
ends
its
year
at

CIMAP
has
done
remarkably
well

The
ethics
of
late
payments
-‐
4 12noon
on
Friday
21
December.

and
has
exceeded
all
expectations
in

our
second
year
of
operation.
New
Feature
-‐
A
day
in
the
life
-‐
5 We
reopen
to
welcome
you
to
a

C I M A P
i s
i n t e n t
o n
d r i v i n g
productive
2013
on
Monday
7

professionalism,
recognition,
quality
January.

1

www.cimap.co.za

⇢

BOARD MEMBERS UNDER THE SPOTLIGHT
CIMAP ASSESSMENT TALK DECEMBER 2012

Dr
Wilma
Guest-‐Mouton
has
a
notable
track
record
in
Petrus
Sozabile
Mathebula
has
an
accomplished
career

adult
education,
most
specifically
in
curriculum
design
(DEd).

in
both
Cosmetology
(Amka,
Revlon,
L’Oreal)
and
Education,

She
is
the
founder
of
Guest
Resource
Services
(1996)
which
has
Training
and
Development
(Pretoria
College).

His
experience

grown
to
a
fully
accredited
organisation,
registered
with
the
includes
20
years
of
assessment
and
moderation
for
the

Department
of
Education,
and
offering
six
full
qualifications
Cosmetology
Industry
Training
Board
and
3
years
external

country-‐wide.

With
her
success
rate
of
84%
of
learners
accreditation
for
the
Services
Education
and
Training
Quality

completing
qualifications
fully
whilst
working,
and
her
25
years
Assurance
Authority.

He
is
also
an
internationally
registered

of
experience
(from
bridging,
literacy
and
numeracy
assessor
and
moderator
(European
Union
and
Global
Assessor

programmes
to
top
management
education),
she
brings
Qualification).

Currently,
he
is
a
senior
lecturer
at
Hydro

enormous
value
to
the
Private
FET
sector. International
College.

APPEAL TO KZN ASSESSORS, MODERATORS AND TRAINING
PROVIDERS
Various
appeals
have
been
sent
out
(via
my
website
and
through
a
few
years
ago
and
who
are
presenting
me
with
POEs
that
are

my
various
associates)
for
interested
KZN
assessors,
moderators
literally
ten-‐question
knowledge
instruments.
As
assessors,

and
training
providers
to
meet
and
discuss
who
CIMAP
is
and
the
regardless
of
provider
accreditation
status,
it
is
our
duty
to

benefits
of
joining
–
the
response
has
been
surprisingly
quiet
and
conduct
comprehensive
analyses
and
advise
the
offending

this
makes
me
wonder
why?

Personally,
I
find
CIMAP
a
HUGE
providers
that
comprehensive
summative
assessments
are

source
of
information
and
in
our
ever-‐changing
environment
required
in
order
to
deem
learners
competent
and
thereby
worthy

realise
the
importance
and
value
in
being
kept
up
to
date
through
of
credits.

CIMAP
Newsletters.

A
fellow
CIMAP
member
recently
asked,
“What
are
SAQA’s

Daily,
I
am
faced
with
emails,
telephone
calls
and
Facebook
requirements
for
the
number
of
times
a
learner
can
be
re-‐
messages
about
the
negative
experiences
of
assessors
and
assessed?”

There
is
no
SAQA
ruling
–
this
depends
on
the

moderators.

My
own
experience
in
conducting
moderation
for
provider’s
quality
management
system
(QMS).
The
onus
is
on
the

training
providers
has
been
very
negative
which
brings
me
to
the
provider
to
ensure
the
learners
(during
the
preparatory
stage)
are

pertinent
question,
“What
are
assessors
being
taught
in
their
fully
aware
of
how
many
times
they
may
be
assessed
and
what

Assessor
Training?”
I
am
a
firm
believer
that
newly-‐registered
the
procedures
will
be
if
they
are
still
“Not
Yet
Competent”.
constituent
assessors
should
use
the
“buddy”
system,
or
better
Please,
I
would
like
to
appeal
to
KZN
assessors,
moderators
and

still,
work
with
experienced
moderators
for
their
first
rounds
of

INTEGRITY ;; DISCIPLINE ;; CREDIBILITY

training
providers
to
contact
me
in
order
for
us
to
establish
a

assessment.

I
have
been
exposed
to
training
providers
up
skilling
monthly
get
together
to
discuss:
questions,
possible
solutions,

their
facilitators
to
perform
the
roles
of
assessors
and
and
brainstorm
queries
and
suggestions
for
improvements
and

moderators.

Whilst
they
may
be
accredited,
their
inexperience
is
future
developments
that
can
be
fed
back
to
the
CIMAP
board.

a
r e c i p e
f o r

disaster
–
when

the
time
comes
Newly
Jeanine
Topping
–
CIMAP
KZN
coordinator

f o r
e x t e r n a l
registered
assessors
to
work
with
Email:

jeaninet@mweb.co.za
S E T A
experienced
moderators
to
avoid

moderation
all
problems
with
external

h e l l
b r e a k s
moderation
loose.

I
h a v e
a l s o

noticed
a
key
area
for
concern
is
assessors
not
checking

alignment
strategies
and
just
“ticking”.

Assessors
need
to
ensure

that
each
Assessment
Criterion
is
catered
for
and
that
there
is

clear
evidence
of
formative
(practical
workplace
evidence)
and

summative
assessment
in
the
learners’
POEs.

Currently,
I
am

working
with
several
providers
who
obtained
their
accreditations

2

www.cimap.co.za

⇢

FACTORS TO CONSIDER WHEN DESIGNING AN ‘RPL-FOR-CREDIT’
IMPLEMENTATION MPDEL
Background
and
introduction
to
RPL The
paradigm
of
the
provider
(their
beliefs
about
RPL

Broadly
stated,
recognition
of
prior
learning
(RPL)
is
a
practice
will
affect
the
way
they
design
assessment
tools,
implement

that
gives
currency
and
recognition
to
a
person’s
previous
learning
the
RPL
project,
etc.);
regardless
of
how
and
where
that
learning
was
acquired.

The
The
role
of
the
SETA
(their
understanding
of
RPL
and
the

underlying
principle
of
RPL
is
simply
that
it
challenges
the
role
they
see
themselves
playing
will
impact
the
model);
classroom
as
the
sole
site
of
learning
where
the
examination
is
the

only
way
of
recognising
learning.

With
RPL
adults
can
earn
a
full,
The
agency
of
the
RPL
candidate
(their
age,

or
partial,
qualification
without
setting
foot
in
a
classroom
as
long
personality,
socio-‐economic
status,
ethnicity,
level
of
formal

as
they
are
able
to
prove,
to
an
assessor,
they
have
achieved
the
education,
position
in
the
organisational
hierarchy,
access
to

learning
outcomes
required
by
a
qualification.

artefacts
and
information,
self-‐esteem,
status,
access
to

support,
etc.
all
impact
their
‘RPL-‐ability’);

Simply
put,
RPL
is
about
The
‘RPL
readiness’
of
the
employer;
and

• Identifying
what
a
person
knows
and
can
do; The
nature
of
the
qualification
(its
level,
rules,
whether

• Matching
these
skills
and
knowledge
to
specific
it
is
specific
or
generic,
technical
or
‘soft
skills’
all
impact
on

qualification
requirements; the
ease
with
which
a
qualification
can
be
‘RPL-‐ed’).
• Assessing
the
person
against
those
qualification
So,
you
need
to
implement
RPL
–
where
do
you
start?
requirements;
• Awarding
credits
where
the
person’s
skills
and
The
design
of
the
assessment
tools
is
probably
the
most

knowledge
match
the
qualification
requirements;
and important
factor
in
the
success
of
the
entire
RPL
process.

A

• Recording
the
credits
awarded.
provider
who
‘borrows’
assessment
tools
from
another
provider

(Source:
SAQA,
2002) (or
uses
generic
SETA
tools)
without
understanding
their
own

pedagogical
understanding
of
RPL,
and
the
variables
listed
above,

will
not
easily
run
a
successful
RPL
project.

There
are
different
reasons
why
a
person
may
seek
RPL.

These

include: To
clarify,
the
assessment
tool
is
the
instrument
used
by
the

provider
to
assist
the
RPL
candidate
to

1.
RPL
for
access
into
a
qualification
that
would
not
otherwise
showcase
their
prior
learning
and

be
possible
because
the
candidate
does
not
have
the
present
it
for
assessment.

The
SETAs
Assessment

minimum
acadmic
requirements
(e.g.
the
need
to
have
matric
tend
to
favour
the
portfolio
of
tool
design
–
the

to
gain
access
into
a
degree
or
the
need
to
have
a
degree
to
evidence
structure,
but
this
in
itself
is
key
to
the
success

gain
access
into
post-‐graduate
studies).

This
RPL
does
not
just
a
framework
and
many
of
them

of
the
entire
RPL

result
in
the
award
of
the
qualification
–
it
simply
allows
the
do
not
give
much
guidance
on
what

successful
candidate
access; process
the
portfolio
should
look
like.

2.
RPL
for
advanced
standing
which
occurs
where
candidates
The
design
of
the
assessment
tools
should

are
credited
for
part
of
a
qualification
and
allowed
to
complete
not
be
a
random
act.

It
needs
to
be
rooted
in
the
overall

the
balance
without
needing
to
study
that
which
they
can
pedagogical
approach
of
the
provider
who
designed
and
uses
the

prove
they
know
(e.g.
a
university
may
allow
a
candidate
into
tools.

The
design
of
the
tools
reflects
many
aspects
of
the

the
final
year
of
a
degree,
after
RPL
for
advanced
standing,
provider’s
approach
to
RPL,
for
example2:
even
though
they
did
not
formally
complete
years
1
and
2
at
Who
are
the
planned
recipients
of
the
RPL?
If
the

that
institution);
planned
recipients
are
mainly
employed,
then
the

3.
RPL
for
credit
resulting
in
the
formal
award
of
a
full,
or
assessment
tools
can
be
more
contextual
and
artefact

partial,
qualification.

This
rarely
occurs
in
the
UMALUSI-‐
and
based,
whereas
if
the
planned
recipients
are
going
to
be

CHE-‐quality
assured
qualifications
sectors
–
it
is
primarily
the
unemployed
(or
employed
but
with
no
access
to
systems

and
documents)
then
the
tools
need
to
be
more
project
and


domain
of
the
SETA-‐quality
assured
qualifications
(even
in
the

SETA
sector
though,
most
RPL
appears
to
be
for
partial
simulation
based.
qualifications
rather
than
for
full
qualifications); Who
is
‘in
charge’
of
the
RPL
process?
If
the
provider

4.
RPL
for
employment
or
development
purposes
which
believes
that
the
candidate
is
‘in
charge’
and
responsible
for

occurs
in
the
workplace
and
for
workplace
not
qualification
what
happens
to
them,
then
the
tools
will
be
presented
in

purposes
(e.g.
RPL
for
recruitment
and
selection);
and laymen’s
language;
whereas
if
the
provider
believes
that
the

assessor
is
‘in
charge’
then
the
tools
can
be
presented
using

5.
RPL
for
professional
standing
which
does
not
result
in
a

training
and
development
jargon
(new
assessment
tool

qualification
but
it
allows
the
candidate
to
enter
a
profession,
designers
tend
to
default
to
the
latter
scenario,
whereas

at
a
particular
level,
with
a
particular
designation
(e.g.
the
more
experienced
designers
move
towards
the
former
as

SABPP
had
a
process
that
allowed
candidates
to
RPL
for
they
understand
the
importance
of
tool
design).

professional
level
of
Board
membership
beyond
that
which

their
on-‐paper
academic
qualifications
would
allow).

Cont.

Given
the
number
of
reasons
for
doing
RPL,
it
is
reasonable
to

deduce
that
a
single
model
to
guide
the
universal
implementation

of
RPL
is
not
viable.

In
fact,
even
in
the
‘RPL-‐for-‐credit’
domain
a

single
implementation
model
is
not
possible
because
of
the

following
variables
and
their
interplay:

3

www.cimap.co.za

⇢

RPL Cont.
What
is
the
desired
outcome
of
the
RPL
process?
If
Do
providers
want
to
assess
each
unit
standard
as
a

the
desired
outcome
is
to
find
the
candidate
competent
then
discrete
unit
or
do
they
allow
for
integration?

Many

the
tools
will
be
simple,
easy
to
use
and
understand,
non-‐ SETA
designed
tools
are
not
integrated
and
this
allows

repetitive,
and
focused
with
a
flexible
marking
rubric;
providers
to
assess
individual
unit
standards
but
it
makes
the

whereas
if
the
provider
is
‘afraid’
or
unable
to
award
a
full
process
longer
and
more
repetitive.
qualification
using
RPL
alone
then
the
tools
are
more
likely

Providers
should
consider
their
views
on
these
(and
other)
factors

to
be
repetitive,
difficult
to
understand
and
the
marking
grid

before
designing
their
RPL
implementation
models,
assessment

will
be
rigid.

Marking
rubrics
will
lead
to
not-‐yet-‐competent

tools
and
processes.

Providers
who
simply
buy
assessment
tools

decisions
if
they
are
too
focused
and
specific
(it
is
not
easy
to

off-‐the-‐shelf
or
use
those
provided
by
a
SETA
do
not
have

create
a
rubric
in
an
RPL
environment
because
it
is

coherent
models
of
implementation
(I
believe)
and
this
can
lead
to

impossible
to
cover
every
possible
life
experience
of
every

unsatisfactory
RPL
projects.

Each
one
of
the
factors
listed
above

possible
RPL
candidate).
(and
there
are
many
more)
impacts
the
design
of
the
tools
and
the

What
kind
of
support
is
to
be
offered
to
RPL
implementation
model,
and
each
decision
needs
to
be
carefully

candidates?
Some
providers
believe
that
no
support
is
considered
in
light
of
the
overall
pedagogy
of
the
provider.

necessary
and
that
if
the
RPL
candidate
has
the
required
Nothing
should
happen
in
isolation.
learning
they
will
be
able
to
demonstrate
it
without
support
Dr
Karen
Deller
(D.Litt;
MCIMAP)
–
and
their
RPL
process
reflects
this.

Other
providers
believe

Karen
is
an
independent
consultant
on
matters
of
RPL,
assessment

that
because
the
learning
possessed
by
an
RPL
candidate

and
learning
delivery
was
gained
in
a
different
context
and
format
to
how
it
is

being
assessed
(i.e.
it
was
gained
in
the
unstructured

workplace
but
is
assessed
in
a
structured
and
academic
way)

TO PAY OR NOT TO PAY
that
the
candidates
will
need
a
lot
of
support
and
their

implementation
model
and
tools
reflect
this.
What
are
the
providers’
views
on
assessment?
Is
it
an

incremental
process
which
allows
candidates
to
submit
FUTURE

“I’ll
pay
you

remedial
evidence
if
found
not-‐yet-‐competent
or
is
their

view
that
with
RPL
you
either
‘know
it
or
you
don’t’
and
if
next
year
if
DISCUSSION

you
are
unable
to
present
complete
evidence
of
competence

first
time
around
then
you
are
a
training
candidate
not
an

you
train
for
POINT
RPL
candidate?

Both
these
views
have
a
huge
impact
on
the
me
today....”
way
the
tools
are
structured
and
the
way
that
the
process
is

implemented.
What
are
the
providers’
views
on
the
role
of
the
RPL

adviser?
Is
the
RPL
adviser
a
coach
and
guide
who
can

unlock
company
access,
help
the
candidate
get
documents
This
topic
will
be
discussed
in
the
next
issue
of
‘Assessment
Talk’
-‐

and
information,
and
assist
with
understanding
of
the
unit
Please
send
your
contributions
to
admin@cimap.co.za
standards?

This
view
shows
the
RPL
adviser
as
a
‘boundary

Points
to
Ponder.
worker’
–
acting
on
the
boundary
between
the
workplace

(where
learning
happened),
the
unit
standards,
and
Does
it
matter
whether
there
is
a
paper
trail
in
place
-‐
or
not?
academic
conventions
and
rules
(the
world
of
academia
–
Should
you
ask
for
a
deposit
up
front?
where
the
assessment
must
take
place).

This
RPL
adviser
is
a

senior
person
with
a
great
deal
of
experience
in
both
the
Should
you
hold
on
to
the
deliverable
until
you
get
paid
in
full?
workplace
and
the
academic
world
of
the
NQF
and
unit
Should
CIMAP
serve
as
a
referral
base
for
both
Practitioners

standards.

Whereas,
some
providers
see
the
role
of
the
RPL
and
Training
Providers?
adviser
as
low
level
–
a
person
who
simply
makes
sure
the


Is
it
fair,
right
or
relevant
to
ask
for
proof
of
accreditation/
RPL
process
happens
according
to
the
rule
book,
with
little
registration
before
undertaking
a
commission?
or
no
candidate
interaction.

This
view
of
the
RPL
adviser

impacts
the
design
of
both
the
assessment
tools
and
the

implementation
process.
What
do
the
providers
think
about
different
learning

styles
and
are
these
accommodated
in
the
design
of

the
assessment
tools?
Some
providers
ignore
learning

styles
altogether
whereas
others
aim
to
make
their
tools
as

flexible
and
as
accommodating
as
possible.
What
do
the
providers
consider
to
be
sufficient

evidence?

Nowhere
in
the
SETA
or
SAQA
documentation

does
it
prescribe
what
we
used
to
call
a
‘pass
mark’.

Some

providers
insist
on
100%
competency
(100%
of
the

assessment
criteria
must
be
achieved
by
the
RPL
candidate

to
be
found
competent
for
a
unit
standard
or
qualification),

whereas
other
providers
are
more
lenient.

This
also
has
an

impact
on
assessment
tool
design
and
the
process
of

implementation.

4

www.cimap.co.za

⇢

A DAY IN THE LIFE OF .............
Val Forrest - Executive Director, South African Payroll Association

Interview
held
at
the
SAPA
office
on
Thursday
15
November
2012
professional.

I
believe
that
education
is
the
answer
to
all
the

with
Valerie
who
reckons
'I
am
just
a
regular
guy'
whilst
she
world's
problems
-‐
that's
why
I
feel
so
strongly
about
people
being

manages
the
professional
status
of
a
thousand
members.

Valerie
recognised
for
what
they
do
and
why
I
feel
so
strongly
about
skills

is
supported
in
her
endeavours
by
a
Board
and
Secretariat.

She
development.
has
been
in
Payroll
for
more
than
32
years
and
with
the
payroll
Q
-‐
Tell
me
more
about
your
interest
in
skills
development.
Association
for
almost
10
years.

A
-‐
I
would
love
to
see
“Universities
of
Work”
where
people
can
be

Val
was
interviewed
by
Heidi
D
Edwards
CIMAP
Convener:
Ethics
RPL’d
into
work
because
they
have
all
the
experience
and
can
do

and

Accountability. the
job.

Take
someone
in
Payroll
with
several
years
experience
in

I
started
by
asking
Valerie
what
is
the
the
field
-‐
they
have
seen
it
all
and
done
it
all
but
they
haven't
got

CIMAP
best
way
to
run
a
professional
body.
a
qualification
-‐
we
should
be
giving
them
that
qualification
from
a

IS
PROUDLY
“University
of
Work”.
A
-‐
Take
ownership
of
the
body.
If
you

ASSOCIATED
WITH

don't
take
ownership,
you'll
never
do
Q
-‐
What
distinguishes
the
noble
art
of
Payroll
Administration

SABPP;
PRISA
&
SA

PAYROLL
the
best
for
the
members.

My
from
other
professions?
ASSOCIATION philosophy
is
'they
are
my
members'.
A
-‐
People
of
my
age
didn’t
choose
payroll
but
sort
of
fell
into

My
office
line
is
open
to
all
the
Payroll.

They
were
accounts
people
-‐
that's
where
they
mainly

members.

I
deal
with
every
question
came
from.

They
learned
from
other
people
working
in
payroll.

In

personally.

payroll
we
have
numerous
legislative
acts
to
take
into

Q
-‐
Why
do
you
do
it? consideration
to
run
a
compliant
payroll
successfully.

You
have
to

be
100%
accurate
100%
of
the
time
and
compliant
with
the
law

A
-‐
It
is
too
late
for
me
in
our
profession
as
a
Payroll
Manager,
but

100%
of
the
time.

That's
why
I
feel
strongly
that
Payroll
people

not
too
late
for
my
members
to
get
the
recognition
and
the
status

need
to
be
treated
as
the
professionals
they
are.
they
need
as
professionals.

Payroll
people
were
always
the

Cinderellas
of
the
business.
Our
wicked
stepsisters,
Finance
and
In
a
manner
of
speaking,
payroll
people
are
at
fault
that
they
are

HR
always
got
the
perks
and
the
status.

It
is
high
time
Payroll
not
recognised.

They
are
so
busy
paying
other
people
correctly

people
came
out
of
the
closet
and
insisted
on
their
rightful
status
and
complying
with
all
the
legislative
requirements
and
meeting

in
business. deadlines
that
they
don't
have
time
to
shout
the
odds.
Q
-‐
What
was
your
motivation
to
start
the
Body?
A
-‐
If
I
had
to
form
a
Union
I
would
love
to
do
it
with
Payroll

people.

An
international
Union.

If
we
had
a
Union
and
we
went

on
strike
commerce
and
industry
would
soon
realise
the

enormous
contribution
to
their
bottom
line.

That's
always
the

excuse
from
business
-‐
that
we
don't
make
a
contribution
to
the

bottom
line.

With
a
Union
the
credit
crunch
would
be
nothing
on

the
damage
we
would
cause.

That
was
the
motivation
for
me
to

take
the
association
forward
to
being
a
professional
body.
Q
-‐
When
did
the
Association
come
to
life?
A
-‐
In
1998
with
a
few
people.

It
was
the
brainchild
of
Dave
Teron.
Valerie
Forrest
-‐
The
Executive
who
knows
how
to
bring
the

His
vision
inspired
me
and
the
Association
owes
him
a
debt
of
'pizzaz
into
payroll'.
gratitude
for
his
foresight
and
his
effort
in
garnering
support
for
Q
-‐
What
does
a
Payroll
Administrator
do?
an
Association.
A
-‐
It's
a
special
person
that
works
in
Payroll.

One
must
be

Q
-‐
What
is
a
typical
day? accurate
with
figures,
you
have
to
be
deaf
to
complaints
about

A
-‐
My
day
is
actually
very
mundane.

I
start
by
answering
all
the
legislation
complaints
such
as
increases
in
tax
etc,
100%
correct
all


emails
that
come
my
way,
picking
up
telephone
messages.

A
lot
the
time,
and
especially
have
to
learn
a
very
special
language.

In

of
my
work
is
PR
(public
relations).

Shouting
my
mouth
off
about
South
Africa
we
have
English,
Afrikaans
and
all
the
rest
-‐
and
then

how
wonderful
the
Association
is.

This
is
the
only
way
forward.

I
you
have
SARS
-‐
a
language
totally
on
its
own.

All
the

see
our
Association
as
the
quality
control
council
of
standards
government
acts
you
have
to
interpret
as
if
you
were
a
lawyer.

It

in
the
Payroll
industry. is
quite
difficult
to
explain
the
extent
of
a
Payroll
Manager's

Q
-‐
Does
SAPA
conduct
training? activities.

A
Payroll
Administrator
is
a
Diplomat,
Counsellor,

Banker,
Accountant,
Medical
Aid
Advisor,
Pension
Fund
Trustee,

A
-‐
We
have
wonderful
alliances
with
overseas
Associations
but
Insurance
Collector
and
is
also
the
Department
of
Inland

unlike
them,
we
do
not
conduct
training
ourselves.

There
are
Revenue's
biggest
collector
of
funds.

Cont.
excellent
accredited
Service
Providers
who
conduct
the
training

for
the
payroll
qualifications.
The
Association
cannot
be
the

training
partner
for
the
simple
reason
that
this
could
lead
to

gatekeeping
and
exclusivity.
This
ensures
our
procedures
and

policies
are
transparent
and
open
and
there
is
no
exclusivity
which

can
lead
to
all
sorts
of
nasties.

Q
-‐
Who
can
join
SAPA?
A
-‐
Anyone
working
in
Payroll
can
belong
to
our
Association.

I

want
everybody
in
our
profession
to
have
their
rightful
status
as
a

5

www.cimap.co.za

⇢

Cont.
from
previous
page
ADVERTISING
IN
THE
CIMAP

Q
-‐
Did
a
Payroll
Administrator
wear
all
these
hats
when
you

started
in
the
profession? NEWSLETTER
A
-‐
Yes
-‐
but
we
did
not
have
the
various
departments
then
that
Contact
khanyi@cimap.co.za
to
showcase
your

exist
today
such
as
HR,
finance
etc.

Everything
happened
in
the
ETD
services
in
our
newsletter
OR
to
become
a

Payroll
office.

HR
was
normally
the
function
of
the
paymaster,
member
they
ensured
all
the
relevant
information
was
obtained
from
the

employee
and
only
then
could
put
them
on
the
payroll.
At
the
risk

of
revealing
my
age,
I
have
to
admit
I
did
my
first
payroll
in
a
huge

ledger,
then
copied
it
out
(once
it
balanced)
onto
a
pay
envelope.

QCTO COMMUNIQUÉ
Then
I
calculated
the
coinage,
packed
all
the
coinage
into
the
28
September
2012
envelopes.

What
a
relief
when
the
Kalamazoo
system
came
into

play.

I
only
had
to
write
everything
out
once
but
still
had
to
pack
Under
the
auspices
of
South
African
Qualifications
Authority

the
coinage.

Later
on
we
got
company
chequebooks
and
I
could
(SAQA)
Act,
Act
58
of
1995,
SAQA
had
the
responsibility
for
to

write
cheques
instead
of
spending
hours
putting
money
into
quality
assurance
all
formal
National
Qualifications
Framework

envelopes.

Wonder
of
wonders
computers
arrived
and
we
could
(NQF)
registered
and
accredited
learning.
To
fulfil
this
mandate,

input
salaries
on
main
frames
storing
data
on
tapes
on
wheels
the
SAQA
appointed
a
number
of
Sector
Education
and
Training

size
of
wagon
wheels
or
so
it
seemed.

Then
we
got
PCs
-‐
I
love
Authorities
(SETAs)
to
undertake
the
quality
assurance
role
on
its

Bill
Gates
and
Windows,
such
a
relief
from
using
DOS!

This
is
the
behalf.
background
from
which
most
Payroll
people
come.

When
I
first
The
National
Qualifications
Framework
(NQF)
Act,
Act
67
of
2008,

processed
a
Payroll
on
the
computer
terminal
I
added
everything
replaced
the
SAQA
Act.
This
changed
SAQA's
role
fundamentally

up
twice
over
because
I
didn't
trust
the
computer! with
the
quality
assurance
transferred
to
the
three
Quality

Q
-‐
What
is
your
message
to
school
leavers
about
a
career
in
Councils
(QCs)
who
are
now
mandated
to
undertake
quality

Payroll? assurance
in
their
respective
sectors.
The
established
QCs
-‐
the

Council
on
Higher
Education
(CHE)
and
Umalusi
-‐
were
able
to

A
-‐
I
would
like
to
see
Payroll
Managers
and
Administrators
go
assume
their
quality
assurance
responsibilities
with
relative
ease.
into
school
in
the
final
two
years
and
introduce
Payroll
to
all
the

students.

Most
students
when
they
leave
school
don't
know
why
The
Quality
Council
for
Trades
and
Occupations
(QCTO)
was

they
don't
get
paid
the
amounts
as
stated
on
their
contracts
and
enacted
through
the
Skills
Development
Act,
Act
97
of
1998
(as

they
don't
know
about
all
the
deductions.

I
believe
an
NQF4
amended)
and
the
National
Qualifications
Framework
Act.
The

certificate
in
Payroll
Administration
Services
should
be
brought
in
QCTO
was
established
in
2010.
The
NQF
Act
allowed
for
a

for
Grade
12
Learners
as
an
extra
subject.

Then
the
new
transition
phase
from
the
SAQA
Act
to
the
NQF
Act.
During
this

generation
will
know
they
have
not
been
cheated
when
they
get
phase
SAQA,
with
the
help
of
the
SETAs,
continued
The
QCTO
in

their
first
pay
packet.

Payroll
should
be
explained
during
terms
of
its
legal
responsibility
for
quality
assurance
delegated

induction
programmes
in
the
first
interview.

People
must
be
this
function
to
SAQA
until
30
September
2012.
SAQA
in
turn

educated
beforehand
so
that
they
know
what
happens
to
their
continued
to
work
with
the
SETA
Education
and
Training
Quality

money. Assurance
Bodies
(ETQA's)
to
provide
a
quality
assurance

function
on
behalf
of
the
QCTO.
Q

-‐
What
is
your
ambition
for
the
industry?
On
1
October
2012,
the
QCTO
will
resume
the
quality
assurance

A
-‐
To
make
sure
that
our
lower
level
qualifications
get
into
all
the
function
from
SAQA
and
take
full
responsibility
for
quality

schools. assurance
in
the
trades
and
occupations
sector.
This
is
a

Q

-‐
Tell
us
about
your
members. significant
step
in
the
ongoing
development
and
implementation

of
the
NQF.
The
QCTO
will
appoint
Quality
Assurance
partners
to

A
-‐
I
service
approximately
1000
members.

We
get
applications

assist
the
QC
in
the
quality
assurance
of
all
formal
NQF
registered

every
month
from
local
Payroll
Administrators
and
from
overseas

and
accredited
learning
within
its
mandated
sector.
people
in
the
profession
since
we
started
our
certification

process.

This
process
consists
of
a
relevant
South
African
SAQA
has
undertaken
to
formally
advise
the
SETAs
that
their

qualification
plus
a
few
years
of
experience
Payroll.

Prospective
SAQA
delegated
quality
assurance
responsibilities
will
come
to


members
must
be
active
in
the
profession,
prepared
to
sign
a
an
end
on
30
September
2012.
It
is
pleasing
to
note
that
in
most

Code
of
Conduct,
participate
in
CPD
and
be
in
good
standing
with
cases
the
QCTO
will
be
appointing
the
organisations
that
assisted

the
Association. SAQA
during
the
transition
period
as
QCTO
Quality
Assurance

partners.
SAPA's
CEO
describes
herself
as
'passionate,
pedantic,
fussy

about
things
being
done
the
right
way
and
approachable'. Issued
by:
Joe
Samuels
CEO-‐SAQA
and

The
interview
ended
with
these
words:
-‐
Joyce
Mashabela
QCTO-‐CEO
Enquiries
SAQA:
jsamuels@saqa.co.za
012
431
5000
Enquiries
QCTO:
Mashabela.j@dhet.gov.za
012
312
5369

I
have
a
right
.......
to
demand
the
best

Q al

"If

I
can
change
just
one
Payroll

person's
life
and
give
them
the
recognition
u ity
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development.
6

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⇢

SMME
NOTICEBOARD

News
and
events
of
interest
to
Praceeoners
and
CIMAP
Members
Social
Media
in
the
Classroom Educators
as
Leaders
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A
Coaching
Approach
19
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2013
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2013
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7

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Cimap talk issue 8 - December 2012

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