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SAQA and the implications it holds for Geography ( South African Qualifications Authority) A Hornet’s Nest? The National Qualifications Authority is a set of principles and guidelines

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Saqa and the implications it holds for geography south african qualifications authority l.jpg

SAQA and the implications it holds for Geography(South African Qualifications Authority)

A Hornet’s Nest?

The national qualifications authority l.jpg
The National Qualifications Authority

is a set of principles and guidelines

by which records of learner achievement are registered to enable national recognition of acquired skills and knowledge, thereby ensuring an integrated system that encourages lifelong learning.

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The South African Qualifications Authority Act

was passed in October 1995 was the result of a long series of negotiations since the 1970s. Originated in labour demands for training to improve skills that would ultimately lead to improved wages, skills that would improve portability and include sound basic education. A new education strategy had to be placed on principles of non-racism, non-sexism, democracy and redress with a unitary system of education.

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Objectives of the NQF

  • To create an integrated national framework of learning achievement

  • Facilitate access to, and mobility and progression within education, training and career paths

  • Enhance the quality of education and training

  • Accelerate the redress of past unfair discrimination in education, training and employment opportunities

  • Contribute to the full personal development of each learner and the social and economic development of the nation at large.

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Critical Outcomes

  • Identify and solve problems in which responses display that responsible decisions using critical and creative thinking

  • Work effectively with others as a member of a team, group, organisation, community

  • Organise and manage oneself and one’s activities responsibly and effectively

  • Collect, analyse, organise and critically evaluate information

  • Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation

  • Use science and technology effectively and critically, responsibility towards the environment and health of others

  • Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

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The individual must be aware of:

  • Reflecting on and exploring a side variety of strategies to learn more effectively

  • Participating as responsible citizens in the life of local, national and global communities

  • Being culturally and aesthetically sensitive across a range of social contexts

  • Exploring education and career opportunities

  • Developing entrepreneurial opportunities

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  • Competence

  • Marketability

  • Benefit society and the economy

  • Comply with the NQF objectives

  • Life-long learning

  • Internationally comparability

  • Assessment

  • Prior learning

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NQF Levels

  • General Education and Training


    • Grade 1 - 9 and

    • Adult Based Education ABET 1 - 4

  • Further Education and Training FET

  • Higher Education and Training HET

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Agriculture and Nature Conservation

Culture and Arts

Business, Commerce and

Management Studies

Communication Studies and Language

Education, Training and Development

Manufacturing, Engineering and Technology

Human and Social Studies

Law, Military Science and Security

Health Science and Social Services

Physical, Mathematical, Computer and Life Sciences


Physical Planning and Construction

Organising Fields