| 11.1 | The principles will be achieved through the criteria for CAT implementation as explained below: |
| (a) | Criteria for research-based quality comparison |
| (b) | Criteria for transparency |
| (c) | Criteria for currency of credit |
| (d) | Criteria for articulation by design |
| (e) | Criteria for supplementary work |
| (f) | Criteria for parity of esteem |
| (g) | Criteria for appeals regarding CAT decisions |
| 11.2 | Criteria for research-based quality comparison |
| (a) | Quality comparison that is based on research must establish the relationship between qualifications and the degree of overlap or equivalence between related curricula in respect of qualifications that would allow for recognition of learning and/or credit transfer. |
| (b) | The degree of similarity or overlap in the content being compared must ensure that learners have the necessary knowledge, skills and background to be successful in more advanced learning. |
| (c) | Quality comparison must also consider the purpose of the learning concerned as well as its broader application. |
| (d) | The comparison of curriculum content for which credit has been achieved must be based on credible methods of research that determine the extent to which Exit Level Outcomes and their curricular properties match, as guided by the NQF Level Descriptors. |
| 11.3 | Criteria for transparency in CAT |
| (a) | Recognised providers must develop institutional rules for CAT that are aligned to Umalusi’s Policy and Criteria for CAT and that also take into account precedents, and: |
| (i) | Are valid, fair, reliable and transparent; and |
| (ii) | Are available via the recognised provider’s website, career advice office and other relevant and readily accessible public spaces as applicable, prior to student enrolment. |
| (b) | Information about fees for CAT, where fees are charged, must be included in the general information supplied. |
| 11.4 | Criteria for articulation by design |
| (a) | Credit transfer may be used towards: |
| (i) | The same qualification or part-qualification in a different institution; or |
| (ii) | A different cognate qualification or part-qualification in the same or different institution. |
| (b) | Credit transfer can take place: |
| (i) | On the same NQF level or across NQF levels; |
| (ii) | In the same NQF sub-framework or across departments and different institutions; and |
| (iii) | Within a learning programme or across learning programmes, as applicable. |
| 11.5 | Criteria for supplementary work when requirements are not met |
| (a) | In cases where learners do not meet the requirements for CAT, the relevant recognised provider should provide clear practical advice to guide learners to diverse learning pathway possibilities to enable their progression in efficient ways; or |
| (b) | Supplementary work must be determined in a fair, consistent and transparent manner by recognised providers of education and training using credible methods; |
| (c) | Supplementary work can be prescribed for the candidate for the recognition of the credits sought; |
| (d) | An arrangement for supplementary work is established between entities; this arrangement must be governed by a formal agreement between the entity at which the credit will be accepted and the entity that provides the supplementary learning; and |
| (e) | Guidance for, and access to, the supplementary work must be provided for the students involved. |
| 11.6 | Criteria for parity of esteem |
Parity of esteem is an entrenched principle: Parity of esteem among institutions requires the ability and commitment to communicate diplomatically, offering constructive suggestions, avoiding the dictating of terms, and providing justification where articulation cannot happen. Credit transfer is provided for transitioning:
| (b) | from school to school |
| (c) | from school to TVET college |
| (e) | across NQF sub-frameworks |
| (f) | from learning programme to learning programme. |
| 11.7 | Criteria for currency of credits |
Credits are transferred through CAT processes. These credits are limited to the structure of the qualification and the rules of combination of that qualification.
| 11.8 | Criteria for appeals regarding CAT decisions |
| (a) | There must be an appeal process. Learners, institutions or departments may appeal against decisions taken by providers on the transfer of credits. The appeals should comply with processes agreed to by Umalusi. |
| (b) | If the learner is seeking CAT at the provider of choice and CAT is not approved, the learner will have to approach the provider where the qualification was awarded to lodge an application for appeal. |
| (c) | The provider to which the learner is seeking access must consider and address the appeal via Umalusi. |
| (d) | Each provider will need to have a specific ‘Provider CAT Appeals’ or ‘Student CAT Appeals’ process and formal structures in place, with Umalusi providing guidelines. |
| (e) | The appeals procedure must be decided by Umalusi and be made known to the education and training entities and learners. |
| (f) | The notice of an appeal must state the grounds on which the applicant is seeking the appeal. |
| (g) | In appeals against CAT decisions when credits linked to their NQF-registered qualifications and part-qualifications are not recognised by the entity to which a learner is seeking to transfer: |
| (i) | both of the education and training entities involved must be recognised providers and where applicable, registered with the DHET, in order to lodge or accept an appeal; |
| (ii) | the entity at which the learner obtained the original credits has the right to lodge an appeal; |
| (iii) | the entity the learner is seeking to access must consider and address the appeal; |
| (iv) | the CAT comparisons that led to the decision not to accept credits must be shared with and explained to the entity lodging the appeal; and |
| (v) | failing acceptance of this process and/or failing to reach agreement, both entities must together consult SAQA and the relevant Quality Council for a final opinion. |
| (h) | Where an appeal/complaint cannot be addressed to the satisfaction of all parties concerned, including the learner, the matter must be referred to Umalusi. Umalusi will decide what recourse is required to settle the matter, and Umalusi’s decision is regarded as conclusive. |
