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Implementation of Qualifications SANC Workshop NEA Conference 29 September 2009
Implementation of New Qualifications 09:15 – 10:00 Transformative Education Legislation 10:00 – 10:30 Legacy & New Qualifications 10:30 – 11:00 TEA 11:00 – 11:45 Curriculum Development Process - Debate 11:45 - 12:00 Way Forward - Discussion 12:00 – 13:00 LUNCH
Implementation of New Qualifications 13:00 – 13:30 Transformative Education Legislation 13:30 – 14:15 Legacy & New Qualifications 14:15 – 14:45 TEA 14:45 – 15:30 Curriculum Development Process - Debate 15:30 - 16:00 Way Forward - Discussion
Transformative Education Legislation • Democratic changes in South Africa identified the need to transform education and training at all levels in the country • New legislation was introduced to transform education and ensure competency development • Debates on the positioning of Nursing College education also commenced in the early 1970’s • The continued isolation of college nursing education from mainstream education has always been an area of concern
Education Legislation Legislation ETQA/Organ Framework
National Qualification Act 2008 The objectives of the NQF are to be achieved by - (a) developing, fostering and maintaining an integrated and transparent national framework for the recognition of learning achievements; (b) ensuring that South African qualifications meet appropriate criteria and are internationally comparable; and (c) ensuring that South African qualifications are quality assured.
National Qualification Act 2008 The NQF comprises three co-ordinated sub-frameworks - (a) for General and Further Education and Training; (b) for Higher Education; and (c) for Trades and Occupations. The Quality Councils will be responsible for quality assurance of education and training – • Higher Education Quality Council (HEQC) • Umalusi • SETA & Professional Councils
National Qualifications Framework • ( old NQF)
National Qualifications Framework • ( new NQF)
Skills Development Act 97 of 1998 Purposes of Act 2. (1) The purposes of this Act are — • to develop the skills of the South African workforce (b) to increase the levels of investment in education and training in the labour market and to improve the return on that investment c) to encourage employers— (i) to use the workplace as an active learning environment; (ii) to provide employees with the opportunities to acquire new skills; (iii) to provide opportunities for new entrants to the labour market to gain work experience; and (iv) to employ persons who find it difficult to be employed; (d)to encourage workers to participate in leadership and other training programmed; (e) to improve the employment prospects-of persons previously disadvantaged by unfair discrimination and to redress those disadvantages through training and education;
Skills Development Act 55 of 1995 (cont) • Health& Welfare SETA (HWSETA) • Employer Reimbursements on Workplace Skills Plan & Annual Training Report • Learnerships • Bursaries • Workplace Experience grants
Higher Education Act 101 of 1997 Chapter 2 Council for Higher Education (CHE) Functions of CHE (c) subject to section 7 (2), through its permanent committee, the Higher Education Quality Committee- (i) promote quality assurance in higher education; (ii) audit the quality assurance mechanisms of higher education institutions; and (iii) accredit programmes of higher education;
Higher Education Act 101 of 1997 Chapter 3 Public Higher Education Institutions 20 Establishment of public higher education institutions (1) The Minister may, after consulting the CHE, by notice in the Gazette and from money appropriated for this purpose by Parliament, establish a university, technikon or college. (2) ...... • [Sub-s. (2) deleted by s. 4 (a) of Act 23 of 2001.] (3) The notice contemplated in subsection (1) must determine- (a) the date of establishment of the institution; (b) the type and name of the institution; and (c) the physical location and official address of the institution. (4) Every public higher education institution established, deemed to have been established or declared as a public higher education institution under this Act, is a juristic person.
Higher Education Act 101 of 1997 Chapter 21 Declaration of education institutions as public higher education institutions (1) The Minister may, after consulting the CHE and by notice in the Gazette, declare any education institution providing higher education as- (a) a university, technikon or college; or (b) a subdivision of a university, technikon or college. (2) The notice contemplated in subsection (1) must determine- (a) the date on which the education institution becomes a university, technikon or college or a subdivision of a university, technikon or college, as the case may be; (b) the name of the university, technikon or college; and (c) the physical location and the official address of the university, technikon or college. (3) The Minister may act under subsection (1) only- (a) after consulting- (i) the governing body of the education institution, if it is a public institution; (ii) the council of the existing public higher education institution, if the education institution is to be declared a subdivision of such existing public higher education institution; or (iii) the responsible Minister, Member of the Executive Council or authority, if the education institution is administered, controlled or funded by an organ of state other than the Department of Education; and
Higher Education Act 101 of 1997 38 Co-operation between public higher education institutions (1) Public higher education institutions may co-operate with each other in any manner to achieve the optimal utilisation of resources and the performance of their functions. (2) Public higher education institutions may establish regional or national structures to assist and facilitate the co-operation contemplated in subsection (1). (3) The Minister may provide financial incentives to such structures and to public higher education institutions participating in such structures to achieve the aims of such co-operation.
Higher Education Act 101 of 1997 51 Registration of private higher education institutions • No person other than a public higher education institution or an organ of state may provide higher education unless that person is- • (a) in the prescribed manner, registered or conditionally registered as a private higher education institution in terms of this Act; and • (b) registered or recognised as a juristic person in terms of the Companies Act, 1973 (Act 61 of 1973), before such person is registered or conditionally registered as contemplated in paragraph (a).
General & Further Education Act 58 of 2001 CHAPTER 2 ESTABLISHMENT AND ACCREDITATION 4. Establishment of Council.—A juristic person to be known as Umalusi, the Council for General and Further Education and Training Quality Assurance is hereby established.
General & Further Education Act 58 of 2001 (4) Subject to subsection (3), the Council must— (a) accredit providers as contemplated in Chapter 3; (b) monitor the suitability and adequacy of standards and qualifications; (c) ensure that providers adopt quality management systems for learner achievement; (d) assure the quality of learner assessment at exit points; (e) issue certificates of learner achievement in terms of standards or qualifications registered on the National Qualifications Framework; ( f ) maintain an acceptable data bank and follow acknowledged recording and reporting procedures; (g) promote quality improvement among providers; and (h) monitor and report to the Minister on the performance of departments of education as providers, and recommend steps to rectify any deficiencies.
General & Further Education Act 58 of 2001 (7) The Council may— (a) grant accreditation; (b) grant provisional accreditation; (c) refuse accreditation; or (d) refer the application back to the applicant for additional information.
Historical Changes in Nursing Education • Registered Nurses • Registration of nurses for since 1891 • Degree nursing since 1956 • Diploma programmes – 3 year, 3.5 years for integrated, 4 year, 2 year Bridging • Enrolled Nurses • Certificate programme since the 1970s • Nursing Auxiliaries • First the nurse aides • Formal programme with 6 months training • Then the certificate programme
Nursing Act 33 of 2005 • The Act makes provision in Chapter 2 for the Education, Training, Research, Registration and Practice as follows: • Scope of profession and practice of nursing – for professional nurse, midwife, staff nurse, auxiliary nurse • Registration as prerequisite to practise • Registration of learners • Limited registration • Registration of additional qualifications • Custody and publication of registers • Register as proof • Receipt as proof • Qualifications prescribed for registration • Conditions relating to continuing professional development • Community service • Regulation of research • Education & training • Use of certain titles • Removal from and restoration of name to register • Issue of duplicate registration certificate, certificate of status
Regulations • The following regulations have been developed by SANC: • Regulation for the registration of staff nurse • Regulation for the registration of the professional nurse • Regulation for accreditation of Nursing Education Institutions • Scope of Practice
Debates in Nursing Education • Reddy report in the 1970s discussed the placement of nursing education in mainstream higher education • Van Wyk Commission outlined the association of nursing colleges with universities, as mentoring into higher education • Democracy and its related transformation of education and training, further influenced nursing qualifications and education through the various acts
New Nursing Qualifications Nursing Education in Higher Education band New • Masters Certificate – 17 Specializations • Post Graduate Diploma – 17 Specializations • Bachelor of Nursing • NQF level 7 – now NQF level 8 • Professional Nurse status • National Diploma in Nursing • Advanced Certificate in Nursing • NQF level 6 • Staff Nurse Status Revised • Certificate as a Nursing Auxiliary • NQF level 3 • ENA status
Nursing Qualifications – Specialist Nurses • Orthopaedic Nursing. • Operating Theatre Nursing. • Palliative and Oncology Nursing. • Ophthalmic Nursing. • Emergency Nursing. • Occupational Health Nursing. • Nephrology Nursing. • Paediatric Nursing. • Critical Care Nursing (Adult). • Critical Care Nursing (Child and Adolescent). • Psychiatric Nursing. • Midwifery and Neonatal Nursing. • Community Health Nursing. • Nursing and Health Services Management. • Nursing Education. • Family nurse practitioner.
Legacy Nursing Qualifications • Legacy Qualifications • Post Basic Diplomas - R212 and R48 • Supplementary Diplomas – Midwifery and Psychiatry • Diploma in General, Community & Psychiatric Nursing & Midwifery ( R425) • Diploma in General Nursing (R683) • Certificate in Enrolled Nursing (R2175) • Certificate in Enrolled Auxiliary Nursing (2176) • Provider Registered qualifications • Expiry date on NQF - 30 June 2012
Contractual obligation • Nursing Education Regulation & Accreditation • Nursing Act aligns nursing education with the principles of the broader educational transformation processes of SA. • Education & Training Quality Assurance Bodies & others • S.A. Nursing Council • HEQC • Umalusi • Department of Education - Registration • Department of Health • Legislation Governing Nursing Education • Nursing Act 33 OF 2005 & regulations • South African Qualifications Act • Higher Education Act • General & Further Education Act • Health Act
Curriculum Development • Do we all develop curricula and attempt to reinvent the wheel? Common curricula comes to mind! • Spend the energy in developing nurse educators to respond to the new qualifications • We should use this as an opportunity to create a model that best serves the province • This is our opportunity to change the way things have been done.
ProgrammeOutline • The programme outline could cover issues such as : • The different topics covered in the programme • The duration of the programme • The length of each unit of the programme • The modules and content covered in each unit • The list of assignments and a description of what is required in each • The list of recommended reading and or references
NQF Alignment NQF alignment of Programme Delivery NQF alignment of Assessment
PURPOSE AND RATIONALE OF THE QUALIFICATION • This qualification is intended to prepare the qualifying learner to meet the service delivery needs of the country. • It is envisaged that the majority of the nursing learner population will access this qualification. • Practice is focused on quality service delivery • within a broad spectrum of health services.
PURPOSE AND RATIONALE OF THE QUALIFICATION Extension of the tasks of the enrolled nurse is suggested as: · Health promotion. · Execution of nursing care plan. · Prevention of deformity. · Monitoring of vital signs. · Monitoring of reactions to disease, stress, anxiety, medication and treatment. · Promotion of health and family planning. · Basic optometry and oral health checks. · Immunization. · Administering prescribed medicine. · Services for children under 15 years of age. · Reproductive and other women’s health care services.
Core • 29 Core Unit Standards totaling 270 credits • Range from Level 5 to Level 7 • 13 at Level 5 (105 credits) • 15 at Level 6 (161 credits) • 1 at Level 7 (4 credits) • All are compulsory
FUNDAMENTAL 1 Fundamental Unit Standard at Level 5 worth 6 credits (Compulsory)
Elective • Need to have at least 10 elective component credits • Have a choice of 7 Elective Unit Standards • Pegged at levels 5 (2 totaling 10 credits) and 7 (5 totaling 45 credits)
Qualification Combination Need a minimum of 286 credits based on Core 270 Fundamental 6 Elective 10 286
Debate • A national common curriculum versus individual NEI curriculum: • Advantages • Disadvantages • Questions to the teams • Summary
Opportunities • Leave old baggage behind and start afresh • Chance to revolutionize assessment • Develop a new educational model • Develop evidence-based practice • Develop reflective practice
Challenges • New mindset needed by all • Roll-out time frmaes • Development of Nurse Educators • Development of interactive learning material • RPL of present EN