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Which bodies could become national Assessment Quality Partners

The need to establish an AQP arises from the development of an occupational qualification. A body that has the necessary credibility in the relevant constituency (industry/sector/profession) must be identified to manage External Integrated Summative Assessment by conducting the AQP functions listed above. Depending on their current functions and areas of expertise any of the following existing bodies may  be  appointed  as  Assessment  Quality  Partners  for  specific  occupations  or groups of occupations: Moderating Bodies Examining Bodies Professional Bodies Legislated Boards Occupational Associations Note: If there are no such bodies with a specific interest in the relevant occupation, a SETA o[...]

PIVOTAL GRANTS

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Legislative Framework

PIVOTAL Grant criteria and guidelines are drawn from the following legislative framework:

  • Government Gazette No. 35940 of 3 December 2012 on Sector Education and Training Authorities(SETAs) Grant Regulations regarding monies received by a SETA and related matters, published by the Minister of the Department of Higher Education and Training (DHET).

PIVOTAL grant purpose

The PIVOTAL grant is aimed at:

  • Improving the quality and quantity of labour market information received by the SETA in the form of workplace skills plans, annual training reports and PIVOTAL training reports to inform planning.
  • Promoting National Qualifications Framework (NQF) registered and quality assured PIVOTAL programmes that address priority scarce and critical skills identified in the SETA Sector Skills Plan (SSP).

PIVOTAL programmes definition

According to NSDS III and the new SETAs Grant Regulations regarding monies received by a SETA and related matters (Government Gazette No. 35940), PIVOTAL programmes refer to:

Professional, vocational, technical and academic learning programmes that result in qualifications or part qualifications registered on the National Qualifications Framework (NQF) that address critical and scarce skills needs.

  • Professional learning programmes shall mean programmes that lead to designations that are registered by professional bodies.
  • Vocational learning programmes shall mean nated and artisanal programmes that lead to a trade and/or the National Certificate Vocational (NCV).
  • Technical learning programmes shall mean programmes that are occupationally-directed and registered by the SETA; such programmes include apprenticeships, learnerships and skills programmes.
  • Academic learning programmes shall mean programmes that lead to academic qualifications such as certificates, Higher Certificates, Diplomas and Degrees.