The document discusses the challenges of implementing recognition of prior learning (RPL) in workplace assessments. It notes that while RPL aims to promote fairness and transformation, assessing experiential learning from different contexts poses difficulties. Specifically, workplace knowledge may differ in language and presentation from academic standards. Traditional assessments also tend to evaluate learning individually rather than considering collaborative workplace learning. Finally, it can be hard to validate experience through documentation when learning occurred privately in the past. Overall, the document examines how RPL aims to value all knowledge but implementation challenges remain in standardizing diverse real-world learning.

1. The
Chartered
Institute for
the
Management
of
Assessment
Practice
(CIMAP)
Advancing industry
excellence in assessment
practice!
Board Members:
Chairperson:
D.E Damons MSc; (FCIEA U.K)
Vice-Chairperson:
Prof. M. Mehl,
Prof. W. Goosen, (FCIEA U.K);
Mr. T. Tshabalala;
Dr. W. Guest-Mouton;
Mrs. A. Ismail;
Dr. M. Serfontein, (FCIEA U.K);
Dr. K. Deller;
Mrs. R. Pillay (M.Ed.);
Dr. L. Meyer, (FCIEA U.K);
Mrs. A. Roode B.Com. (Hons)
Ground Floor, 16 Republic
Road, Bordeaux, Randburg,
2125.
Tel: (011) 329-9000 –
extension: 9034
Fax 086 218 4466,
Web site: www.cimap.co.za,
E-mail admin@cimap.co.za
Assessment Talk...
Chartered Institute for the Management of
Assessment Practice
Issue 4 - March 2012
Extraordinary services for the promotion of quality in assessment practices.
CIMAP Core Values: - Integrity, Credibility & Discipline © 2012 www.cimap.co.za 1

2. Message from the CIMAP Confederation CIMAP,
Chairperson….
ASDSA and the SABPP
Dear Assessor and Moderators, The Confederation Agreement between
CIMAP, the SA Board for People Practices
Assessors and moderators are the lifeblood of the NQF – without well (SABPP) and the Association of Skills
designed, carefully monitored and professionally executed assessments the
Development in SA (ASDSA) has formulated a
credits awarded to a candidate against nationally recognized standards and
qualifications become valueless. credible network of skilled individuals working
to endure industry professionalization and
The Chartered Institute for Management of Assessment Practitioners (CIMAP) is focused on creating a accountability.
voice for these critical players in education, training, and development in South Africa. This
professional body is dedicated to supporting the needs of everyone involved in assessment, Collectively these bodies represent the
moderation, facilitation, and materials development.
interests of the many professionals tasked
with the implementation of skills development
In order to maintain standards of best practice we believe that CIMAP is the ideal platform for the
professionalization of assessors, moderators, and material developers in South Africa through the initiatives.
creation of a professional recognition pathway, management of a Code of Professional Conduct and the
management of the continuing professional development (CPD) programme. Development Strategy and by working
together in the sharing of knowledge
Possibly the greatest challenge in this vast educational landscape is to unify a group of professionals that resources and dovetailing of activities each
are engaged at different levels, with different elements of the framework and across different sectors.
organisation will enjoy the benefit of shared
This is also the very reason for creating a professional body that can take up this role and bear the
responsibilities involved in driving the professional behaviour of assessors, moderators, and material exposure and advantage for members.
developers.
CIMAP was established in 2011 and aims to offer its members the following services:
 A dedicated website where members can manage their own professional development and
network with other education and training practitioners;
 Channels for CPD events, seminars, e-learning and workshops hosted by approved training
providers to assist members to keep professional knowledge current;
 Regular communication with individual members via the website, Facebook and e-mail; Collective excellence and an
 Setting and maintaining a professional standards through high levels of involvement with the
Community of Expert Practice; uncompromising commitment
 Securing funding for certification activities and then marketing activities to the constituency; to quality advancement!
 Fostering a culture of lifelong learning by awarding professional designations;
 Engaging with statutory bodies; Collective Green Paper engagement
 Collaborating with complimentary professional bodies i.e. SABPP and ASDFSA ; road shows planed for CIMAP,
 International reciprocity agreements i.e. with the CIEA; ASDSA and the SABPP -
 Creating a representative platform for DHET registered FET & HET providers as corporate Members will be advised of booking
members; arrangements by e-mail.
 Negotiating special rates for our members to access professional services.
We look forward to your active participation as a member of CIMAP. Membership applications forms are available
at www.cimap.co.za /
http://www.cimap.co.za/membership.htm
Yours in assessment excellence!
Deonita Damons MSc, CEA (U.K).
Obo CIMAP Board Members
Tel: 011 329 9000 ext. 9034
Email: khanyi@cimap.co.za; henriette@cimap.co.za; admin@cimap.co.za
webpage: www.cimap.co.za
E-mail:
Website: www.cimap.co.za Skills Gap Workshop – A speech by the Deputy Minister of Higher Education and Training
Closing the
The DHET workshop conducted in Pretoria on 13 March 2012 was highlighted by an elucidated speech by the Honorable Deputy Minister of Higher Education and
Training Prof H. B. Mkhize, MP.
Please download a copy of the Deputy Minister’s full speech from the Department of Higher Education and Training website: http://www.dhet.gov.za/
“The enormous human resource and skills shortage, characterised by, over-supply of low or unskilled workforce, a shortage of high –skilled workers with critical skills and
a significant underdeveloped rural population ,and overall poor responsive human capital stock, limit South Africa’s global competitiveness. Unemployment is 24 %, using
a strict measure, and 40 % using a broad measure. Persistent unemployment especially, amongst the youth, points to a large disconnect between supply of, and demand
for, human resources and skills, respectively. Income inequalities are acute. Land distribution is among the worst in the world” (Mkhize; 2012).
“I would believe that the recommendations on both policy notes: “Higher Education and Growth” as well as “Challenges and options for Technical and Post-Basic
Education in South Africa”, will be valuable to policy makers and planners, in key partner departments, such as Department of Science and Technology. Together with
social partners will guide and shape the future development of human capital, skills, innovation, academic and research institutions” (Mkhize; 2012).
CIMAP Core Values: - Integrity, Credibility & Discipline © 2012 www.cimap.co.za 2

3. Registered DHET FET Global University Ratings
Someone has the right to say what will be tested,
when it will be tested and what mark is good
Provider Forum http://www.bloomberg.c enough to be considered an indicator of who has the
om/news/2012-03- knowledge and who does not. “This is a power play
and the winner gets the qualification – and all of the
Article byForum
Dr. Wilma Guest Mouton 15/harvard-tops-mit-for-
a-second-year-in- benefits associated with having one.
CIMAP Board member & FET Provider Forum
university-rankings.html
Convener The harsh reality is that academics and people with
degrees and this serves, to a certain extent, to
South Africa’s FET private providers have a wealth of The implementation of a fair and transparent dispute exclude those who do not have formal
knowledge and experience. Collectively we can contribute resolution procedure for the enforcement of a qualifications, have developed most unit standards
towards delivering reliable quality training and professional code of conduct and ethics. and qualifications. In this scenario, RPL is just
assessment. Private providers must stand together as a another
professional association, representing a collective that is CIMAP aims to make a significant impact on the
technically equipped to prove compliance, while fostering professionalization of the sector. and offer an Other difficulties experienced with RPL include:
on-going improvement, and elevating the industry's affordable and inclusive membership base to
professional status. registered FET providers as corporate members. RPL is an assessment system that challenges the
context within which learning takes place.
Credible industry representation is long overdue! We must embrace the opportunity to stand together Traditionalists believe true learning can only take
as professionals and participate as active members place in a context-free environment such as the
The Chartered Institute for the Management of for our collective sustainability! classroom (although the classroom is also a unique
Assessment Practice (CIMAP) is committed to taking the context), where general theories are taught and
lead in the process of professionalization of the sector. LIST OF DHET FET COLLEGES: learnt according to universal principles. Yet learning
Stakeholders established CIMAP during 2011 and http://www.dhet.gov.za/LinkClick.aspx?fileticket=Fx04 does take place in the workplace and RPL
practitioners, including DHET registered FET providers, BivUySM%3d&tabid=36 acknowledges this.
assessors and moderators now have a platform to
articulate collective needs in a democratic structure. Please send all written responses on the Green Paper The difficulty is that workplace learning is context-
for Post-School Education and Training to bound. Each workplace has its own vocabulary, its
SAQA confirms that as a professional body or a wilmas@lantic.net by the 20 April 2012 to be included own processes and systems, its own hierarchy of
professional association involved in the education and in the CIMAP formal submission. jobs and its own division of labour. Rarely are two
training environment, must apply to SAQA for recognition. workplaces identical. This is one of the key
We must take accountability for our own destiny, and not difficulties with RPL because the standards and
sit idly by hoping that consultants and regulators will qualifications are almost invariably written for
enforce our needs and expectations. We will therefore The South African traditional training (and are therefore academic and
ensure that CIMAP is registered with SAQA as soon as
RPL debate –
context-free) – thus making them difficult to access
applications are accepted. by RPL candidates.
Our landscape has seen many changes and challenges and Although RPL challenges the context within which
we therefore unite to address these. learning has taken place, it does not (yet) challenge
the methods that will be used to assess the learning.
Our immediate priorities are: The traditional assessment methods of the portfolio
 Providing professional membership for practitioners of evidence, challenge examinations, assignments
and stakeholders, including assessors, moderators, and projects are all individualistic assessment
and DHET registered FET providers (corporate methods developed within the academic context.
membership). (Accredited providers will be eligible to They are not (generally) suitable to assess purely
join CIMAP if they have proof of registration with experiential and contextual learning. This often
DHET (as corporate members), or that the registration leads to poor RPL assessment results – and a failed
process (as corporate affiliate members). RPL project.
 Constructively addressing the challenges facing
private providers operating within the SETA ETQA Article by Dr. Karen Deller The knowledge that is presented for assessment by
environment. These challenges include protracted CIMAP Board Member CPD Activity Convener workplace candidates rarely looks and sounds like
payment complications, securing programme the knowledge expected by the assessor – it is not
approval and external moderation dates from ETQAs, This article explains why RPL is difficult to implement necessarily less theoretical or even less
ineffective communication channels etc. and why it may not always be the solution for every sophisticated (although it may be) - it is simply
workplace learner. It has been included here because different because it comes from a different site of
The imperative need to strengthen the formal implementers of RPL need to understand some of the learning (a different context with different language
relationships with the regulators, industry professional frustrations that surround RPL implementation and practices). If the assessor is academically
bodies, and collective and representative bodies must be upfront. trained in motivational theory for example, they will
lobbied immediately. expect knowledge on motivational theory to be
 The urgent review and representation to address RPL is ‘sold’ as a tool for social transformation – it has neatly packaged into theories such as Maslow and
inconsistent ETQA standards of applications, including been seen as a way to narrow the apartheid and Herzberg’s theories. The reality is though those
programme approval, external moderation education wage gap by providing a way to recognise workplace managers with no formal training would
(verification) activities, the registration of SDF’s, the skills and knowledge that workers have gained not know these theories but they will probably be
experientially. able to tell you how they motivate their staff and get
constituent assessors and moderators etc. A
work based results.
transparent set of regulations for internal and
RPL boldly states that all knowledge is important – not
external moderation processes is long overdue. only that which is gained traditionally through the  A traditional assessor (especially one with no
Assessments and moderation standards of practice formal curricula of universities and technikons. Thus, workplace experience in management) will
must be consistently applied at a national level. for many, RPL is about justice and transformation. decide that the candidate is not yet competent
 The varying interpretations on the meaning and because they ‘cannot even discuss basic
However, the reality is not as simple as the theory, motivational theory’ – the candidate on the
construction of skills programmes; agreeing on
which is why many talk about RPL and very few other hand will think the assessor is crazy
common set of criteria and definitions for deliverables
actually implement it successfully. RPL is both because ‘there is no way Maslow will work in
 The discrepancies amongst quality systems between contentious and power-laden with pedagogical and my team’.
ETQAs; political undertones. For example, for knowledge to  The language that is used in the workplace is
 Preparing a well organised and consolidate be recognised, someone must define what knowledge often different to the language used in
constructive feedback report on the current defects in ‘counts’ and what knowledge is ‘legitimate’. academia (and the unit standards and Exit Level
the Green Paper for Post-School Education and Outcomes are invariably worded using
Someone must set the unit standards or exit level academic language not workplace language)
Training; 2012 and the current vacuum created in
outcomes and decide what assessment tools are and this can also disadvantage workplace RPL
terms of the QCTO with the promulgation of the appropriate to use to determine who has the candidates. Assessors (and providers) need to
National Qualifications Framework Act 67, 2008. knowledge and who does not. challenge their own language, habits, discourses
 Future constructive feedback and timely input on and vocabularies and be open to the fact that
green papers and policy directives relevant to Someone has the right to say what will be tested, when the workplace has its own community of
education and skills development. Fostering closer it will be tested and what mark is good enough to be practice that is not wrong, it is just different.
considered an indicator of who has the knowledge and Assessors who do not know
working relationships with the ETQAs and defining
who does not.
clearer role definitions resulting into improved
delivery quality.
CIMAP Core Values: - Integrity, Credibility & Discipline © 2012 www.cimap.co.za 3

4.  However, the workplace is almost entirely Qualifications that are constructed with unit standards  People who have been working for a long time
practical – very few managers will sit a new are more suited to training provision: often have difficulty validating much of their
recruit down and tell them that the theory experience in writing. Furthermore, it is often
 That RPL (although this was not initially the
behind compiling a strategy and policy. they difficult or inappropriate to access private
intention). Unit standards provide learners and
will not debate with the new manager the information from businesses for RPL claims. Thus
facilitators with minute detail that can be trained
benefits and uses of Porter’s model against and assessed: but they are overly contextual and candidates may be unable to prove their claims of
Senge’s – they will simply tell the new virtually impossible for RPL candidate assessment. prior experience satisfactorily.
manager how to practically do a marketing One of the limiting factors here is the training of  Finally, there is the issue of transfer of knowledge.
and HR plan. assessors and moderators (and ETQA staff) who Most employers and academics accept that new
believe that every candidate MUST achieve each graduates need time to transfer their academic
In the workplace the theory and research usually assessment criterion from each specific outcome
knowledge to the workplace to make it usable.
starts the higher up you go in the hierarchy – this is from every unit standard for the whole qualification
in order to be found competent. Some employers have graduate development
diametrically opposite to the academic world.
programmes, which facilitate this transfer
 This is a time consuming and labour intensive task, process. Yet little cognisance is taken of the
It is, therefore, very difficult for a manager with 5-
that can be soul destroying for a working adult with difficulties faced by the RPL candidate who is
10 years of practical management experience to
responsibilities outside of the workplace. No trying to transfer and convert his workplace
RPL for a BCom because although she may do university in the world for any faculty (including experience into academic learning in order to
marketing, HR. management, financial budgeting medicine) requires 100% pass in all subjects – yet
enjoy the benefits that having a qualification will
and business management this does not match many assessors and ETQAs expect this from workers.
provide.
anything that is in the traditional (theoretical)
BCom syllabus.  Traditional classroom learning values mental
learning, which is and individualistic and solitary The discussion above presents some of the many
process; whereas multiple individuals operating in reasons why RPL is difficult to implement
This challenge is not only with HEI qualifications,
groups that interact with the context to create practically. International (and some local)
however, the NQF 1-4 certificates in the vocational
socially construct workplace learning situated experience shows that for RPL to be successful
(SETA) sector also contain a lot more ‘LIST’,
learning. It is, therefore quite difficult for some there needs to be an appreciation of experiential
‘DISCUSS’, ‘EXPLAIN’ and ‘DESCRIBE’ unit standards
people to clearly articulate their own role in the (workplace) knowledge for what it is without trying
than they contain ‘DO’, ‘APPLY’, ‘CONDUCT’ and
production of knowledge – and group to force it into the mold of academic knowledge.
‘MANAGE’ unit standards simply because even
assessments are not often not seen as valid an Experiential knowledge must not be seen as inferior
these qualifications have primarily been
authentic. – just different because it was acquired in a
designed/influenced by academics who believe
different context (the workplace as opposed to the
that the entrants into these qualification will be  RPL candidates need immense support from within
classroom) and because of this the RPL process is
blank slates who need to develop theoretical the company. The reality is that a company (even
most successful if workplace learning can be
understanding BEFORE acquiring practical the Public Service) is not in the business of learning –
evaluated differently and against different
application. The tragedy is that this qualification learning is a tool to assist it to meet its own business
standards/outcomes.
structure may be suitable for new entrants – but it goals. Academic institutions, on the other hand, are
is not suitable for the RPL of workers with a great in the business of learning so they support debate,
transparency with evidence, theoretical exploration,
“It had long since come to my attention
deal of experience.
that people of accomplishment rarely sat
 This is one of the main reasons why RPL has etc. To succeed at RPL the company culture needs to
‘learn’ to support the endeavour – in other words, back and let things happen to them. They
failed – the content and context of the
qualifications do not match what the the learning culture must be developmental and went out and happened to things.”
employees are doing in their day-to-day lives supportive. Leonardo da Vinci
and they are instead expected to repeat
theory. When they cannot do so they are Assessment for Learning:
demotivated and led to believe that they
know little. Making learning meaningful
Most RPL relies on the production of a portfolio of through the formative
evidence (PoE) which catalogues and
demonstrates knowledge in such a way that the process
assessor can relate to it, find it and measure it. If
this is done ‘correctly’ (and many SETAs have
detailed rules about what a PoE must look like and Article by Henriette van Twisk - CIMAP COO
Much of the criticism within the RPL literature relates
contain) then credits can be awarded – if the PoE
to the administrative processes, particularly with
does not match the criteria it is deemed not-yet- As the facilitators and assessors of adult learning,
competent. It is immensely difficult for a lowly- respect to paperwork (specifically paperwork for audit
we have to expand our thinking about what the
educated (or non-educated), non- administratively requirements) and onerous bureaucratic procedures
assessment process can do; we must move beyond
inclined employee from a non-English speaking to be followed which, it is often claimed, is in excess of
using it to judge competence to using it as activities
background to comply with the requirements for a the bureaucratic guidelines for conducting regular
portfolio with limited guidance. and interactions with the learner that will lead to
training programmes.
more effective skills transfer.
The PoE may be suitable assessment tool for the
assessor and moderator but it is certainly not  This rigorous process is deemed necessary to ensure
Assessment for learning is essentially formative
suitable for most workplace RPL candidates unless credibility of the process with students and industry
assessment. Formative assessments should help
they have had extensive support. clients, but deserves attention in order to address
learners grow rather than just holding them
Another factor here is that of learning styles – the concerns in this regard. Specifically, it seems the
compilation of a portfolio of evidence may be accountable for their learning.
level of documentation required to be kept and the
suitable for introverted, highly structured,
focus of audits on the components, rather than the
individualistic and procedurally orientated learners A useful analogy is to view it as a "global positioning
task, is a disincentive to providers to engage in RPL,
– but not suitable for other personality types. system" for facilitators, coaches and assessors to
particularly as many applications are best assessed
use to find out where learners are in the learning
Thus large sectors of the learner population are by professional judgements, which cannot be easily,
process so they can adjust learning support to get
disadvantaged by the use of only a single or adequately, described in the written form.
them to the next level of learning.
assessment instrument. (This broadly refers to the
Myers-Briggs Type Indicator (MBTI) learning styles  The time consuming nature of RPL, not only in The following South Africans have been awarded
adaptation of the widely practiced MBTI the top U.K Assessment Practice Award - Chartered
assessing, but also in providing advice and guidance,
personality inventory. Educational Assessor (CEA) U.K - Congratulations!
is another disincentive. If RPL is to work, there must
i. Ms. Deonita Damons
The type most comfortable with the PoE would be be much less emphasis on paper-based recording
ii. Professor Wynand Goosen
an ISTJ – other types will have trouble and and much greater emphasis on holistic assessment
iii. Dr. Michele Serfontein
frustration, but the ENFP (extraverted, big picture processes and the attendant requirement for iv. Dr. Linda Meyer
with no attention to detail with a collectivist all- professional judgement by professional assessors. v. Mrs. Elizabeth Findley
for-one-one-for-all attitude who cannot follow
process) is almost doomed to failure.)
CIMAP Core Values: - Integrity, Credibility & Discipline © 2012 www.cimap.co.za 4

5. The assessment information is about the learner, yet
often we overlook the importance of detailed,
specific feedback during the formative assessment
process. We have neglected the fact that learners
CIMAP Sponsors:
can benefit from a global positioning system too.
When formative assessment is cast as a tool for
learners to use to develop critical skills, it becomes
PREDEX LMS:
"assessment for learning," as explained in the book,
DEAR TRAINING PROVIDERS
Classroom Assessment for Student Learning: Doing  Provide every learner with continuous, accurate,  Do you require a seamless process to upload to
It Right-Using It Well. (Stiggens & Chappius, 2008) descriptive feedback that relates directly to the SETA’s, with no delays due to failure to adhere to
intended learning targets, pointing out both the SETA specifications?
Assessment for learning applied correctly provides strengths and areas for further development.  Do you require a simple, effective alternative to
information early in the learning process to
tracking learner programme information?
influence learning. The litmus test of an effective For example, the learner's support team can use
 Are you wasting your valuable time on calculating
assessment for learning is that it informs learners assessment information on learning targets as
learner achievement credit values?
about their own learning, helping them focus their feedback to students, pointing out what they have
mastered and what they still need to develop.  Do you require a streamlined searching, assimilating,
learning energies where they are likely to be most
Learners can then begin to reflect, mirroring the and administrating accreditations?
effective. So it can be said that traditional formative process used in giving feedback.  Design, print, and administrate your own certificates.
assessment enlightens the facilitator, coach or
 Print professional learner achievement reports with
assessor, while assessment for learning enlightens If we, as assessors and facilitators of learning adopt the click of a button.
the learner. this strategy, we will develop in learners a vision of
 Do you want to control who has access to your data
what good work looks like from the beginning of the
learning process, an understanding of where they are with an effective security system?
Formative assessments tend to focus on standards,
at any given point in relation to that standard of  SMS your students notifying them of their latest
providing results that reveal which standards
excellence, and a repertoire of actions for closing the assessment results.
learners are or are not mastering. However gap between the two.  Predex LMS offers all of the above-mentioned
assessment for learning doesn't ask who is and isn't
functionalities and many further advantages in a cost
meeting standards. Rather, it asks how each learner This is assessment for learning and is this not after all effective manner.
is doing on her or his journey up the scaffolding what we are trying to reflect on their growth so they
leading to each standard. It provides this develop a strong sense of academic self-sufficiency. Andrew – 0823859047
information to learners in terms that they can andrewdb@predexlms.com
What are you views on the concept of "assessment
understand, in to support their learning process
for learning"? Please let us know by forwarding your
through levels of proficiency leading to success. comments to views@cimap.co.za
Childs Play - Parent Involvement Programme
Assessment for learning keeps learners and their Please contact us if you would like to become an
workplace coaches and assessors in touch with active member in regional structures. Your child’s mind-set stems from her beliefs and this
understanding and achievement on a continuous influence her thoughts. Her thoughts determine her
Henriette van Twisk is the COO of CIMAP.
actions. Her actions have a positive or negative result.
basis, allowing them to know what specific actions
they can take to improve the learning every day. When am I “Professional”?
Beliefs are the assumptions that we make about
In traditional formative assessment contexts, we A true professional exhibits three key elements:
ourselves, about others in the world and about how we
•Academic knowledge, Experience & Behaviour
conduct the assessments, keep records, and track expect things to be. Beliefs are about how we perceive
past two decades, including research about the things. Our values stem from our beliefs.
This means that a professional needs to have a
power of feedback published in Review of suitable qualification, be able to do the job and be
Educational Research. Their vision and mission also determine a person’s self-
recognised for how the job is done. The ability to fulfill
esteem and confidence. A vision is a statement of who
all three requirements for professionalism is
you are and who you can become. It is the framework
This reveals that when assessment meets learners' confirmed by passing the ultimate test of competence
for the process of creating your life, based on your
information needs i.e. when learners are informed – achieving a professional designation.
beliefs and values.
Becoming a professional will require some dedication
about the learning targets from the beginning,
and commitment, but it is well worth the effort!
engage in regular reflection on their own growth, A child who knows and understands her uniqueness and
and play a role in communicating their learning-the who has a DREAM will be inspired and remain focused.
Your professional designation will communicate to
achievement gains are profound, especially for low Some parents live their lives through their children
clients, learners and your employer that you exemplify
because they have not taken responsibility to create
achievers. In assessment for learning, we professionalism and a commitment to ethical conduct.
their own dreams when they should have done so. This is
acknowledge that when learners reflect regularly CIMAP Membership applications forms are very selfish and the child will not value ‘care – and -
and correctly, and track and share their progress,
their confidence in themselves as learners and their available at respect’ as a result thereof.
motivation to do well grows along with their rising http://www.cimap.co.za/membership.htm Tips:
 Encourage your child to do just once what others
achievement - they own their learning journey.
says she can’t do.
Research conducted around the world over the Negotiated Member Benefits  Support your child to see the opportunity in every
While formative assessment as traditionally defined  BEE Exemption Letters – R 860.00 (Ex Vat) problem –brainstorm possible solutions together.
can contribute to effective preparation for  Full BEE compliance audits (dependent on size of  Teach your child to say I CAN instead of I CAN’T.
summative assessment, it is the practice of organisation).  Let your child use all her senses to regularly visualize
assessment for learning that wields the proven  Full accounting services (including invoice the successful achievement of her goals and dreams.
power to help a whole new generation of learners preparations, SARS compliance etc. requirements  Tell your child what attributes, qualities and actions
take responsibility for their own learning, become from R 1800.00 per month. make her special and unique.
lifelong learners, and achieve at much higher levels.  Please contact: Dirk on dirk@mfd.cc.za /  Ask your child to create a vision statement and to
012 546 8622 define who she wants to be; what she wants to do;
This is done by helping learners learn to engage in the values she wants to anchor her life to, the legacy
meaningful reflection and goal setting, to practice
identifying their own strengths and areas for
Interesting SA facts:
mfds@telkomsa.net

she wants to leave.
Give your child lots of recognition and praise.
 SAs GDP size: 27th largest in the world.
development and teaching learners to keep track of
 At about 5.3% of gross domestic product (GDP) Contact us: http://www.pip-obe.com/about-pip
their achievement on specific learning targets. and 20% of total state expenditure, Amanda - 082 551 0497
 R 165 billion allocated to the departments of basic
Assessors who support this notion will follow these education and of higher education and training
steps as a strategy: for 2010/11, R 17 billion more than in 2009/10.
 At the outset of a learning program, make sure  The HE budget for 2010/11 was R 8,4 billion.
learners have a clear vision of the learning Universities received R 17,5 billion and R 3,8 billion
targets that they are responsible for achieving. was allocated for FET colleges.
 SETA system R8 billion.
 Source Stats SA, National Treasury 2012.
CIMAP Core Values: - Integrity, Credibility & Discipline © 2012 www.cimap.co.za 5