DESCRIPTION AND ANALYSIS OF THE IMPLEMENTATION PROCESS OF THE NATIONAL FRAMEWORK OF QUALIFICATIONS (NOK) IN HEALTH CARE. The purpose of this study was to describe the implementation process of NQF in nursing education at the central and provincial levels in order to explore the process of change. It is a qualitative entographic type study that describes and documents the implementation of NOK as it happened.
The stage of implementation of the NQF in NE that has been achieved was assessed using the NQF principles as a benchmark. There is full awareness and planning for the implementation of all the principles of the NQF. This study will describe the implementation of the NQF in nursing education at national and provincial level.
The implementation of the NOK and its principles is expected to bring about changes in nursing education programs. It is against this background that the implementation of the NQF in nursing education in South Africa should be viewed against the backdrop of the problems addressed by the implementation of the CBNP.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY TABLES OF LEVEL DESCRIPTORS
The new higher education system requires a unified framework of qualifications to improve mobility and . promotion and must be part of the NOK. These qualification titles should be approved by SAQA and should be reflected separately at the NOC levels. Ashman (1995) reports that the introduction of the NQF brought an expectation that the gap between education and training would be easily bridged.
According to Aber and Katz (1998), the NOK design positions education and credit towards the attainment of qualifications of one's choice, which is sometimes a lifelong endeavour. NQF implementers may need to address deficiencies for students who do not achieve critical outcomes. In response to the needs and expectations of users in education, the NOK should promote continuous improvement.
The introduction of the NQF is expected to build bridges between education providers and programs. By recognizing this principle of the NQF it is hoped that recognition will be given to the learning acquired in different ways.
Compliance I Compliance
The New Zealand Qualification Authority was established to recognize qualifications obtained in different parts of the country. This area of the NQF is still subject to controversy that needs to be resolved. NZQA's powers have been delegated to the New Zealand Polytechnics Program Committee (NZPPC).
For Colleges of Education, the powers of the NZQA are delegated to the New Zealand Council for Teacher Education (NZCTE). The success of the New Zealand NQF remains to be determined, although it has been in operation for over 5 years. The advantage of the New Zealand system is that institutional autonomy has been encouraged and strengthened on a massive scale.
The idea of the NQF is fraught with problems as it attempts to integrate academic and vocational training. Higher education institutions are expected to act in partnership with the state in the realization of educational goals.
QCAF~EWORK
Australia is unique in that, in terms of the constitution, the Commonwealth government had no role in education. The continued dissolution of the binary system goes some way to demonstrating that the idea of the NQF is feasible. The change practitioner to be successful must be in constant communication with the consumers of the change (Owens, 1998).
The change will not last unless it is made part of the equilibrium that will inevitably follow. In this way, both the driving forces and restraining forces act for the benefit of the organization (Owens, 1998). The concern-based adoption model (CBAM) joins the study of the process of implementing change in educational institutions.
The individual is seen as crucial for the success of the implementation of an innovation. At this level, the change user strives for better performance to increase revenues.
PROCESS INPUTS
In particular, the implementation of the CBNP, to which the principles of the NQF will be applied. Emphasis will be placed on promoting cooperation between the participants in the implementation of the NQF. The stages of concern and level of application include all levels of implementation of the NQF.
SANC has always had direct authority over NE institutions, this link will be maintained in the implementation of the NQF. In implementing the NQF, the NE health organization at both levels will determine the change strategies to be used. As the NQF implementation process is in its initial stages, expectations should not be very high.
This will be analyzed using the adapte4 usage model from (CBAM) Horda 1987. The results will be used to assess the nature of the 1 measure or the target group's indifference to NOK. This will be a descriptive analysis of the implementation process of the National Qualifications Framework (NQF) in nursing education in South Africa.
This descriptive study will be conducted in the context of an evaluative analysis of the process of implementing the NQF at central and regional levels of nursing education. This study seeks to describe and document the implementation of the NQF as it occurs. Finally, the interview plan will seek to determine the initial reaction of the role players in the NE to the implementation of the NQF.
In this study, documents will be used as a second approach in collecting data on the implementation process of the NQF in nursing education. In this case they will be found at the central and provincial levels of nursing education. Individual interviews will be held with the members of the curriculum committees during their scheduled meetings.
LIMITATIONS I
The other six persons were employed by SANC and attended Edca meetings. The training and manner of implementation of these chambers in the Republic and elsewhere; One of the changes in the political environment is the restructuring of education across the national spectrum.
All respondents are of the opinion that the Council should address staff development issues. Financial constraints are the cause of the lack of a coherent staff development policy within the SARV. The same concerns were expressed by nurse educators about the implementation of the NQF.
The implementation of the NQF has been assimilated into the continuous self-renewal process in nursing education. The second problem is the introduction of the NQF with the associated problems that all innovations bring. From the data it would appear that the absence of a common vision in the SARV with increased membership is now hindering the implementation of the NQF.
This also required the participation of nurses and midwives as a target group in planning the implementation of the NQF. This part of the study discusses the implementation process of the NQF in NE. Normative re-education strategies are those widely used by the SANC in planning the implementation of the NQF.
Usage - refers to whether the particular CCC principle is being used. Although nursing education has a certification framework, it is aware of the CCC's certification principles. Nursing education has become aware of the problems caused by not applying these principles.
The SANe has registered as ETQA because of the role it plays in nursing education.
MANAGEMENT STRUCTURE
The fact that the implementation of the NQF in NE is a legislative change is a force for change and leaves NCN no choice. The directors representing nurse educators recognized that nursing should undergo higher education for the long-term benefit of the nursing profession. With the existence of inputs that promote the implementation of the NQF, successful implementation of the NQF should be possible.
This section will describe the capacity of NE at the provincial level to handle the implementation of the NQF. The success of the Curriculum Workshop held by the KZNCN in July 1999 shows that nursing education at provincial level is healthy. They are expected to implement the principles of the NQF in accordance with SACO requirements in the absence of a re-socialization and learning process.
This may be because NCN is an institution of the Department of Health Services in the KZN province. All the interviewees are of the same opinion that the implementation of the NQF principles is in the planning stage. It should be noted that the implementation of the NQF is at an early stage.
However, the SANs have not completed the process of formulating policies governing the implementation of the NQF principles. The change strategies used at central and provincial levels; and The outcomes (implementation level) of the principles of the NQF. Input (organizational health); Process (theories of change); and Outcomes (awareness, planning, use and review) of the NQF principles.
Another situation that presents a deadlock in the implementation of the NQF at both central and provincial levels is that of the movement from nursing education to higher education. There is therefore a need to study the interface between the SARV members and the staff of the SARV. The absence of clear policy directives from the SARV on the implementation of the unified four-year programme;.
In the past, the SANC, as the power body in nursing education, would have issued guidelines with minimal stakeholder involvement. At the provincial level, observations were that nurse educators are fully aware of all thirteen principles of the NQF.
