FOUNDATION FOR PROFESSIONAL DEVELOPMENT Policy No A 1

POLICIES AND PROCEDURES

ACADEMIC PROGRAMME DEVELOPMENT

1. Introduction
The Foundation for Professional Development (FPD) is committed to the quality of its programmes. It has
a strong complement of full time and part time academic personnel who work in close cooperation with
members of the industry in identifying and evaluating the needs and planning of learning programmes.
The Academic Programme Development Policy provides the framework to ensure that programmes
commensurate with the requirements set by the National Qualifications Framework (NQF), the Higher
Education Qualifications Framework (HEQF), the South African Qualifications Authority (SAQA) Level
Descriptors for the South African National Qualifications Framework, Accreditation Criteria of the Council
on Higher Education and Bloom’s cognitive taxonomy.

2. Policy
The policy aims to provide an overview of the principles according to which learning programmes at FPD
will be developed. These principles, once implemented, will result in the FPD’s learning programmes
meeting international good practices in curriculum design, and being responsive and student-centred.

2.1 Definitions
Learning Programme: A learning programme is a purposeful and structured set of learning experiences
that leads to a qualification.

2.2 The role of SAQA Level Descriptors, Critical Outcomes, Learning Outcomes and
Assessment Criteria in programme development

2.2.1 SAQA level descriptor

The purpose of level descriptors for Levels One to Ten of the National Qualifications Framework is to
ensure coherence in learning achievement in the allocation of qualifications and part qualifications to
particular levels, and to facilitate the assessment of the national and international comparability of
qualifications and part qualifications.

In order to advance the objectives of the NQF, the South African Qualifications Authority is responsible for
the development of the content of the level descriptors for each level of the NQF in agreement with the
three Quality Councils: The Council on Higher Education, Umalusi and the Council for Trades and
Occupations.
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The philosophical underpinning of the National Qualifications Framework and the level descriptors is
applied competence, which is in line with the outcomes-based theoretical framework adopted in the
South African context.

Ten categories are used in the level descriptors to describe applied competencies across each of the ten
levels of the National Qualifications Framework:
• Scope of knowledge
• Knowledge literacy
• Method and procedure
• Problem solving
• Ethics and professional practice
• Accessing, processing and managing information
• Producing and communicating of information
• Context and systems
• Management of learning
• Accountability.

A level descriptor is a standard according to which the varying levels of complexity of qualifications are
distinguished. Level descriptors are designed to act as a guide and a starting point for, inter alia: criteria
for qualifications and part qualifications the NQF used together with purpose statements, outcomes and
assessment criteria appropriate level on the NQF of fields and disciplines pegged at the same level of the
NQF purpose statements, outcomes and assessment criteria.
• Level descriptors are not learning outcomes or assessment criteria, but rather provide a broad frame
from which the specific and contextualised outcomes and assessment criteria for a particular
programme can be derived.
• The competencies listed at a particular level in the framework broadly describe the learning achieved
at that level, but an individual learning programme may not necessarily meet each and every
criterion listed.
• Level descriptors do not describe years of study.
• In the level descriptors, the accessing, analysing and managing of information and communication in
terms of reading, listening and speaking will, where applicable, include Braille and sign language to
accommodate learners with special needs. In the case of sign language, listening and speaking refer to
receptive and productive language use.

2.2.2 Critical outcomes

Critical outcomes are those generic outcomes determined by SAQA which inform all teaching and
learning, including but not limited to:
• Identifying and solving problems in which responses show that responsible decisions using critical
and creative thinking have been made.
• Working effectively with others as a member of a team, group, organisation or community.
• Organising and managing oneself and one's activities responsibly and effectively.
• Collecting, analysing, organising and critically evaluating information.
• Communicating effectively using visual, mathematical and/or language skills in the modes of oral
and/or written persuasion.
• Using science and technology effectively and critically, showing responsibility towards the
environment and the health of others.
• Demonstrating an understanding of the world as a set of related systems by recognising that
problem-solving contexts do not exist in isolation.
• Contributing to the full personal development of each student and the social and economic
development of society at large, by making it the underlying intention of any programme of learning
to make an individual aware of the importance of:
o reflecting on and exploring a variety of strategies to learn more effectively;
o participating as responsible citizens in the life of local, national and global communities;
o being culturally and aesthetically sensitive across a range of social contexts;
o exploring education and career opportunities;
o developing entrepreneurial opportunities.
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2.2.3 Learning outcomes

Learning outcomes are statements of what students will learn - an outcome should focus on the student’s
behaviour and describe what the student will be able to do once he/she has achieved the outcome.

At the end of this learning experience the student should be able to:
verb + noun + condition

2.2.4 Assessment criteria

Assessment Criteria are statements that express in explicit terms how performance of desired learning
outcomes might be demonstrated.

“This (the Learning Outcome) will be evident when…“

noun + verb + condition (content/practice) (context & extent)

2.2.5 Curricula

The curriculum is the whole set of learning experiences constituting a particular qualification or module.
Curriculum includes key aspects of teaching and learning such as:
• what is to be learnt – content
• why it is to be learnt – rationale and underlying philosophy
• how it is to be learnt – process
• when it is to be learnt – structure of the learning process
• how the learning will be demonstrated in creative ways and achievement similarly assessed

PROCEDURES

1. Educational Development Strategy

The strategy employed at FPD for educational development is that of constructive alignment, as follows:
• Course design: including ensuring that courses and modules are constructed on a sound educational
basis, in relation to the student profile and the desired learning outcomes.
• Teaching approaches: including the use of educational technology, and with particular reference to
dealing effectively with the realities of diversity and large classes.
• Assessment: particularly the alignment of assessment with curriculum/course design and learning
outcomes.
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In order to ensure constructive alignment, a “design-down-deliver-up” strategy is followed. The diagram

below informs the process of programme design at FPD:

The major steps in programme design at FPD are:

1. Formulate the rationale of the programme:
• Provide details of the reasoning that led to identifying the need for the qualification
• Indicate how the qualification meets specific needs in the sector for which it is developed. Details
of consultation with a recognised professional body or industry body must be provided in
respect of the need
• Identify the range of typical learners and indicate the occupations, jobs or areas of activity in
which the qualifying learners will operate
• Indicate the learning pathway where the qualification resides
• Indicate how the qualification will provide benefits to the learner, society and the economy.
2. Formulate the purpose of the programme
• The purpose should describe the context of the qualification or part qualification and what it is
intended to achieve in the national, professional and/or career context
• The purpose statement should capture what the qualifying learner will know and be able to do
on achievement of the qualification or part qualification.
• The Exit Level Outcomes must be linked to the purpose of the qualification.
• Graduate attributes may be used where appropriate
3. Compare the programme to similar programmes internationally and nationally
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4. Formulate the exit level outcomes for the qualification

• The exit level outcomes (ELO’s), which are framed against the level descriptors, should indicate
what the learner will be able to do and know as a result of completing the qualification or part
qualification.
• These competencies relate directly to the competencies required for the further learning and/or
the work for which the qualification or part qualification was designed
• Associated assessment criteria are written for the qualification or part qualification to indicate
the nature and level of the assessment associated with the qualification or part qualification and
how the exit level outcomes could be assessed in an integrated way.
• The criteria can be given as a comprehensive set derived from the level descriptors.
5. Identify modules to include in the programme for the different study years, pitched on the correct
NQF level (module mapping), in order to achieve the ELO’s
• Determine the knowledge domain and the main context of the knowledge, skills and applied
competencies: “What body of knowledge, skills and applied competencies should learners learn
to demonstrate their achievement of the defined outcomes?”
• List all the potential modules, based on discussion and consensus
• Formulate a final list of modules by means of elimination and addition
• Allocate a credit value for each envisaged module
6. Formulate the learning outcomes (LO’s) and assessment criteria (AC’s) for each module
7. Decide on the study units (topics) to include in each module, in order to achieve the LO’s and AC’s.
8. Identify the teaching and learning activities likely to lead to the outcomes.
9. Conduct a technical design of the programme, focussing on:
• Proposed size and shape of each module (indicate credits and whether module should be offered
as a semester or year module):
• Year module : 30 x weeks
• Semester module : 15 x weeks
• Size and shape of instructional time
• Size and shape of practical work
• Size and shape of potential WIL
10. Formulate the rules of combination of the modules if applicable.
11. Formulate and indicate the coherence between the constituent parts of the qualification in
articulation with:
• The related fields of study as recognised in the CESM manual
• The 50% rule of programme design in terms of the utilisation of designators and qualifiers
12. Use the FPD Module Descriptor to design and develop each module
13. Analyse the teaching and learning activities to determine the % learning time for the different
learning activities and mode of delivery

Operational Procedures

• SOP A1 Development of Teaching and Learning Materials SOP

• SOP A2 Quality Assurance for Teaching and Learning Materials SOP
• SOP A3 Handover SOP

References

• South African Qualification Authority Act (58 of 1995)

• Government Gazette, Vol 481, No 27819, July 2005 - Policy for Minimum Admission Requirements for
Higher Certificates, Diplomas and Bachelor’s Degrees Programmes.
• Government Gazette, No 30353, 2007 – The Higher Education Qualifications Framework
• The South African Qualifications Authority Level Descriptors for the South African
• National Qualifications Framework, 2012