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By jennymamdoo, 25 August, 2020

NOTE for Attention all skills-universe members:
This discussion started by Jenny Mamdoo is extremely important for all members. It contains written advice from the NQF Advisory Service of SAQA, and also knowledgeable commentary by experienced members Jenny Mamdoo, Renee' McGibbon, Lynel Farrell, and Willemien Kleijn.
Reading and thinking through the content and implications of the discussion is probably equal to a one-day seminar on the subject.
Therefore, I have shared the discussion and tagged it to remain at the top of the discussions in this Discussion Group.

The OQSF Policy states:

"28.The OQSF recognises credits as a measure of the volume of learning required for an occupational qualification. In the occupational domain, credits are quantified as the number of notional study and work hours required for achieving the occupational qualification, and not in terms of academic years of study. The credit rating of an occupational qualification is independent of the mode of delivery of learning. The attainment of credits is demonstrated through appropriate assessment.
29. The volume of learning required for an occupational qualification can be specified in terms of the total minimum number of credits required. In
general, the minimum number of credits at the exit level of a trade and
occupational qualification is 120. Qualifications carrying a lower credit value are however accepted."

Whilst I understand what they are saying about occupational qualifications not being measured in terms of academic years of study - I am trying to understand why do some NQF 5 occupational qualifications require only 150 credits (1 year) and while others require up to 455 credits (3 years). Considering the time spent on the qualification, should the higher credits not equal a higher NQF level? As much as the QCTO qualifications are occupationally driven, should we not measure apples with apples?

Does anyone understand the rationale around this?


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