• Comprehensive Information for Each Mode of Provision
  Every accreditation application must include detailed information for each selected mode of provision. This includes traditional in-person, online, and blended learning options.

• Alignment with Programme Accreditation Criteria
  Each mode of provision must be addressed separately, with specific explanations of how the programme will meet the accreditation criteria for that mode. There should be parity in the quality and standards across different modes of delivery.

• Supporting Documentation is Essential
  Relevant supporting documents must be provided for each selected mode of provision to substantiate the claims made in the application.

• Review and Enhance Submissions: Ensure that your applications for programme accreditation include all necessary information and documentation for each mode of delivery.
• Separate and Distinct Mode Explanations: Clearly differentiate between the approaches for in-person, online, and blended modes to demonstrate how each meets the specific accreditation criteria.
• Ensure Parity Across Modes: Maintain consistency in quality and resources across all modes of provision to avoid disparities that may affect accreditation outcomes.

• Focus on Detail: Make sure to provide comprehensive details on how each mode of delivery supports the learning outcomes, faculty qualifications, student support, and infrastructure requirements.
• Use Clear, Concise Language: Avoid jargon and ensure that all explanations are easy to understand. This can help reviewers quickly grasp how your programme meets the accreditation criteria.
• Check and Double-Check Documentation: Ensure all claims in your application are backed up with relevant documents. This includes curriculum outlines, teaching and learning plans, and technology usage in online and blended learning environments.
• Engage with the Criteria: Demonstrate an active engagement with the criteria by providing examples and evidence of how your programme aligns with the CHE's standards for each mode of provision.

• In-Person Learning: Focus on classroom resources, faculty credentials, physical infrastructure, and in-person support services.
• Online Learning: Highlight the use of digital platforms, availability of virtual support, access to online resources, and compliance with data privacy and digital accessibility standards.
• Blended Learning: Emphasise the integration between online and in-person components, detailing how each complements the other to achieve the learning outcomes.

By following these guidelines and paying close attention to the specifics required for each mode of provision, you can enhance the quality of your accreditation application and improve your chances of a favorable outcome.

The study, a joint effort by the International Education Association of South Africa (IEASA) and the British Council, evaluates the country’s internationalisation efforts in light of the Department of Higher Education and Training’s (DHET) first internationalisation policy, drafted in 2019. It reveals that South Africa is seen as a leader in international education, with growing demand for its higher education offerings. However, several issues need addressing:

• Visa Processing Delays: Slow processing of study visas is a significant concern. Some universities reportedly restrict classes for students without visas, impacting their academic progress.
• Resource and Funding Shortages: Universities face frequent challenges due to inadequate resources and funding for internationalisation efforts.
• Structural Deficiencies: Many institutions lack sufficient senior leadership support for internationalisation, leading to confusion and lack of clarity in implementation.

The study stems from a collaborative effort between the British Council, IEASA, and DHET, which began with a policy dialogue in 2018. George Barrett, the British Council’s Country Director for South Africa, highlighted that the report provides valuable insights into the policies, structures, and practices of internationalisation across public universities. This partnership aims to refine the national internationalisation policy framework and guide future collaborations.

The report was presented during the IEASA’s 26th annual conference, themed “Navigating Internationalisation in Challenging Times.” The event, which ran from August 20 to August 23, featured a panel discussion led by Dr. Samia Chasi, alongside notable experts and academics, including Professor Felix Maringe and Dr. Phethiwe Matutu.

The study found varied interpretations of internationalisation across the 19 universities examined. While senior management views it as integral to the university’s mission, grassroots understanding is more operational, focusing on recruitment and partnerships. However, support from senior leadership often falls short, and academic xenophobia remains a concern despite official denials.

Read the full report to explore the detailed findings and recommendations for advancing internationalisation in South Africa’s higher education sector.

The provisional reinstatement of Educor allows the institution to resume operations under strict conditions. This decision reflects the Department of Higher Education and Training's (DHET) commitment to minimising disruption for students while ensuring that Educor meets essential educational standards.

• Compliance with Accreditation Requirements: Educor must fully comply with the Council on Higher Education (CHE) accreditation requirements before resuming teaching and learning activities. This step is crucial to guarantee that the educational programs offered maintain high standards of quality and integrity.
• Detailed Monthly Reporting: To ensure transparency and ongoing compliance, Educor is required to submit comprehensive monthly reports to the Department. These reports must include financial statements, student enrolment statistics, and updates on adherence to CHE standards. Additionally, quarterly reports will focus specifically on the institution's financial health, with immediate reporting of any significant financial issues.
• Humanitarian Considerations: The decision to provisionally reinstate Educor is driven by humanitarian concerns, aiming to reduce disruption for students currently enrolled. It underscores the Department’s recognition of the impact that operational interruptions can have on students' educational and career prospects.
• Regulatory Oversight: It is important to note that this provisional reinstatement does not alter the Department's regulatory powers or the ongoing legal proceedings involving Educor. The Minister reserves the right to revoke the provisional reinstatement if Educor fails to meet the specified conditions or if any further non-compliance is detected.

What are your thoughts on the provisional reinstatement of Educor? How do you think the conditions set by the Department of Higher Education and Training will impact the institution and its students? Share your insights and opinions in the comments below!

Image By IAEA Imagebank - Bilateral Meeting South Africa (0111119707), CC BY 2.0

Dr. Nobuhle Pamela Nkabane, born on August 1, 1979, is the newly appointed Minister of Higher Education in South Africa. With an extensive academic background, she holds a PhD in Public Administration from the University of KwaZulu-Natal, along with multiple degrees and qualifications from top institutions including the University of South Africa and Stellenbosch Business School.

Nkabane worked as a personal assistant at the Umzimkhulu Local Municipality between March 2005 and November 2006 and as a youth coordinator at the Sisonke District Municipality from December 2006 to March 2012. She was a customer care manager from April 2012 to December 2017 and a director of water governance and customer care from January 2018 to May 2019 for the Harry Gwala District Municipality. Since February 2019, Nkabane has been employed as a tutor at UNISA.

As Dr. Nobuhle Pamela Nkabane steps into her new role as Minister of Higher Education, we extend our heartfelt congratulations and best wishes. Her extensive experience and academic background position her to drive significant advancements in South Africa's higher education sector. We look forward to witnessing her transformative initiatives and leadership in this critical field. Best of luck, Dr. Nkabane, in your continued service to the nation.

As outlined in the Joint Communiqué 4 of 2024, the CHE and SAQA have initiated a comprehensive process for the re-registration of HEQSF-aligned qualifications set to expire on 30 June 2024. This initiative involves a joint evaluation of approximately 3,500 qualifications to ensure compliance with the HEQSF and address concerns regarding the proliferation of qualifications on the NQF.

We are seeking individuals with expertise in curriculum design within the context of the HEQSF and/or internal quality assurance processes related to program design, review, and renewal. If you know someone who fits this profile, we encourage you to nominate them.

The deadline for submitting nominations is 28 June 2024. Don’t miss this chance to help shape the future of higher education qualifications in South Africa.

For further details, visit the CHE website or contact Dr. Whitfield Green, CEO of the CHE. Join us in this vital initiative to enhance the quality and integrity of higher education in South Africa. Your expertise and contribution can make a significant impact.

This initiative follows the joint communiqué released by CHE and SAQA on 9 May 2024. The communiqué outlined the commitment to support institutions in reviewing their qualifications to ensure compliance with the Policy and Criteria for Registration of Qualifications and Part-Qualifications on the NQF. In response, CHE has sent detailed letters to institutions, informing them of the status of their qualifications. Institutions have been informed whether their qualifications have been re-registered, failed to meet the requirements, or have other concerns that need to be addressed.

The upcoming workshops are designed to facilitate engagement between institutions, CHE, and SAQA. They aim to provide a platform for discussing specific concerns related to HEQSF-aligned offerings and qualifications. Target participants include institutional personnel involved in the development and review of programmes, quality assurance officials, curriculum specialists, and officials in registrars' offices and offices of Deputy Vice Chancellors responsible for teaching and learning.

Interested individuals are encouraged to register for the workshops by close of business on Monday, 24 June 2024. Registration links and further details can be found on the provided SurveyMonkey link. Depending on the level of interest, an additional workshop may be organized in Tshwane, Gauteng.

In addition to capacity building, these workshops will offer opportunities for institutions to reflect on their experiences with the HEQSF implementation. They will also provide a space for dialogue between institutions and regulators to address specific programmatic and qualification-related issues, as well as broader concerns related to the NQF.

An occupational qualification, as defined by the QCTO, pertains to a trade, occupation, or profession acquired through practical, work-based learning. These qualifications are highly valued for their incorporation of real-world experience and their alignment with industry demands, increasing graduates' chances of securing employment.

Naidoo emphasises the necessity for updating old qualifications to meet current industry requirements, stating, “Our objective is to elevate the quality and relevance of vocational education and training in South Africa.” He asserts that the new qualifications will better equip graduates with specific skills sought by employers, thereby enhancing their employability upon graduation.

The QCTO, in collaboration with the Department of Higher Education and Training (DHET), is actively working on a transition plan to modernize the qualification framework to meet contemporary industry needs. This initiative involves replacing outdated qualifications, as well as reviewing and realigning old NATED curricula to reflect current industry standards.

The proposed engineering qualifications include five electrical and two mechanical engineering programmes, as detailed in the accompanying table. Notably, the two mechanical engineering qualifications will introduce entirely new curricula under the New Qualification Regulation (NQR) category, distinct from any existing NATED programmes.

Additionally, among the electrical engineering qualifications, the electrical equipment maintenance specialist and electrical engineering draftsperson will also be new entries. The remaining engineering diplomas, categorised as Recognised Prior Learning Occupational Qualifications (RROQ), will replace outdated NATED programmes. These include the electronic engineering technician and two electrical engineering technician qualifications.

**RHRQ: Replace historically registered qualification RROQ: Replace registered occupational qualification  RRPQ: Replace registered part qualification NQR: No qualification replacement

The new RPL Implementation Framework has been developed following a comprehensive study conducted by the DHET in 2022 and after extensive consultation with stakeholders. This framework is set to replace the RPL Coordination Policy of 2016, aiming to enhance and streamline the recognition of prior learning across the PSET system.

We encourage all interested parties within the private higher education sector to participate in this vital consultation process. Your feedback and insights will be instrumental in shaping the final framework. The DHET is inviting comments from individuals and organisations to ensure that the new framework reflects the needs and perspectives of all stakeholders.

Download the Government Notice No. 4883

Download the "The RPL Implementation Framework in the PSET System"

When an institution is deregistered according to the Higher Education Act in South Africa, it essentially loses its legal authority to operate as an institution of higher education. This deregistration typically occurs due to serious violations or non-compliance with regulations set forth by the Department of Higher Education and Training.

Stay tuned for further updates on this developing story.