MINIMUM ADMISSION REQUIREMENTS
for
Higher Certificate, Diploma and Bachelor’s Degree
Programmes requiring a Further Education and
Training Certificate (General)
DRAFT FOR DISCUSSION
TO BE READ WITH THE DRAFT HIGHER EDUCATION
QUALIFICATIONS FRAMEWORK (2004)
Pretoria
March 2005
MINIMUM ADMISSION REQUIREMENTS
for
Higher Certificate, Diploma and Bachelor’s Degree
Programmes requiring a Further Education and Training
Certificate (General)
1.
Introduction
The Minister of Education has gazetted the draft Higher Education
Qualifications Framework (HEQF), which is a framework for the development
of higher education qualifications in a single, coordinated higher education
sector.1 The draft HEQF was generally well received but revisions are being
made following public consultations. At present the draft framework
comprises nine qualification types with detailed specifications for each type,
including minimum entry requirements.
The draft HEQF includes the following statement on admission requirements:
“The framework is intended to facilitate articulation between further and higher
education and within higher education. However, the possession of a qualification
does not guarantee a learner’s progression and admission to a programme of study.
“In terms of the Higher Education Act, 1997 the decision to admit a learner to higher
education study is the right and responsibility of the higher education institution
concerned. A higher education institution’s admissions policy and practice is expected
to advance the objectives of the Act and the NQF and must be consistent with this
policy.
“The minimum requirement for admission to a higher education institution is the
Further Education and Training Certificate whose specifications were approved by the
Minister of Education in the National Curriculum Statement Grades 10-12 (General)
and Policy, Government Gazette, Vol. 460, No. 25545, 2003. Given the diversity of
programmes and qualifications in higher education it is necessary to determine
minimum norms for entry into undergraduate certificate, diploma and degree
programmes based on subject combinations and levels of achievement.
“The Ministry is currently consulting higher education institutions and relevant
statutory organisations before determining minimum entry requirements for
admission to undergraduate programmes.”
In response to an invitation from the Department of Education, the South
African Universities’ Vice-Chancellors’ Association (SAUVCA) and the
Committee of Technikon Principals (CTP) consulted widely within the higher
education sector during 2004 and submitted proposals on minimum
undergraduate admission requirements to the Department. The Department is
1
Ministry of Education, The Higher Education Qualifications Framework: Policy issued under the
Higher Education Act, Act No. 101 of 1997, Draft for discussion ([Pretoria], May 2004), Government
Gazette, No. 26559 (2004).
2
grateful to SAUVCA and CTP for undertaking this work and expresses
appreciation to all those who participated in it. The present document works
with the grain of SAUVCA and CTP’s proposals though it does not follow them
to the letter.
After further consultation this draft will be revised. The final policy document
on minimum admission requirements will be determined by the Minister
alongside the Higher Education Qualifications Framework.
2.
Policy considerations
The spirit of the Higher Education Act, 1997 requires the Department of
Education to work closely with the higher education sector and so far as
possible reconcile differences between the sector and the government in the
formulation of policy and legislation. There is a high premium on institutional
autonomy in higher education. It is guaranteed by the Act but linked to public
accountability. In practice this has meant that institutions are self-governing
within a policy and legislative framework which has been designed to undo
the apartheid legacy and promote Constitutional values of equity and nondiscrimination. Such values, and the principle of a single co-ordinated higher
education system, are explicitly incorporated in the Act. The Department has
an obligation to defend and uphold institutional autonomy and an equal
obligation to defend and uphold Constitutional values in the higher education
sector.
Moreover, the Higher Education Act, 1997 ensures that the higher education
sector is not an island but part of a national learning system regulated in
terms of the National Qualifications Framework and serving the objectives of
the NQF. Thus higher education policy, including admissions policy, must be
formulated with due regard for its relationship to and influence on education
and training in other sectors. Institutions’ admissions policies and practice are
expected to advance the objectives of the Higher Education Act, 1997 and the
National Qualifications Framework and must be consistent with the Minister’s
policies in terms of the Act. In particular, such policies are expected to
advance the objectives of redress, equity and quality in higher education.
This document deals only with proposed higher education qualification types
for which the Further Education and Training Certificate (FETC) (General)
approved by the Minister of Education is the minimum admission requirement
in terms of the draft HEQF.2 These are the undergraduate Higher Certificate,
Diploma and Bachelor’s Degree programmes. Different statutory minimum or
threshold norms are needed for each of them according to their respective
characteristics, purposes and cognitive demand. Such norms will apply to all
public and private higher education institutions.
2
For the FETC (General) see the National Curriculum Statement Grades 10-12 (General) and Policy,
Government Gazette, No. 25545 (2003). Unless the context indicates otherwise, in this document
FETC means FETC (General).
3
The FETC (General) approved by the Minister of Education will replace the
current Senior Certificate in 2008.
Although the FETC (General) approved by the Minister of Education is the
primary gateway between school and higher education it does not guarantee
a learner's admission to any programme of study in higher education. The
decision to admit a learner to a higher education programme is the
responsibility of the higher education institution concerned in terms of its
admissions policy.3
Many adult learners who have not achieved a FETC or equivalent school
certificate can benefit from higher education. In keeping with the objectives
of the National Qualifications Framework the Ministry of Education supports
wider and more diverse access to higher education and fairer progression
pathways within the system. The present draft policy document sets threshold
standards for admission, not exclusive standards. As at present, institutional
admission policies must allow for alternative routes of entry that are
equivalent to the FETC standard, including the assessment of an adult
learner’s capacity to benefit from a particular programme by the Recognition
of Prior Learning (RPL) or other means. This document does not otherwise
prescribe such alternative routes.
The Higher Education Quality Committee (HEQC) of the Council on Higher
Education (CHE), in its own right or by delegation to an appropriate
representative higher education body, will determine what other
qualifications, whether South African or otherwise, are equivalent to a FETC
(General) in terms of this policy.
3.
Recognised FETC subjects
The subjects listed in the Schedule to this document are recognised FETC
subjects for the purpose of this policy. All recognised subjects have a credit
value of 20, except Life Orientation (10).
The common basis of admission to a Higher Certificate, Diploma or Bachelor’s
Degree is the achievement of a FETC (General) according to the rules of
subject combination prescribed in the National Curriculum Statement and
summarised in Annexure 1 to this document.
All qualifications in the HEQF have high social and economic value to the
country and represent significant learning achievement, but all qualifications
are not alike. In fact they are very diverse. They make different intellectual
demands and reflect different intellectual achievements on an increasing scale
of difficulty, and this is reflected in the different FETC achievement ratings
3
Higher Education Act, 1997 (Act No. 101 of 1997), s. 37(1).
4
required for admission to the Higher Certificate, the Diploma and the
Bachelor’s Degree. Although the FETC (General) is the baseline, an institution
may require that for admission to a particular programme an applicant must
have a particular combination of FETC subjects at a particular achievement
rating.
The higher education sector has proposed that the achievement of defined
literacy and numeracy standards should be part of the minimum requirements
for admission to a Bachelor’s Degree. The Department of Education prefers to
examine the issue within the context of FETC standards in collaboration with
Umalusi and the HE sector.
It is of the utmost importance that Higher Certificate and Diploma
programmes attract increasing numbers of able and well-motivated learners
with an appropriate FETC qualification. Although the number of Bachelor’s
Degree places in public higher education institutions must increase, the
Ministry recognises that for some time to come by far the majority of school
leavers with FETC certificates will not enter degree studies straight from
school.
The minimum admission requirements for the Bachelor’s Degree are therefore
particularly distinctive. They balance a number of important considerations.
The bar must be set high enough to fairly reflect the cognitive demands that
will be made on degree students but not to undermine the important
objectives of equity and wider access. Higher education institutions must
admit applicants who are likely to succeed in degree studies given good
teaching, good facilities and appropriate academic and other support, so the
admission requirements must as far as possible predict student success in the
programmes for which they are enrolled. In turn this means that the FETC
(General) curriculum followed by aspiring degree candidates must equip them
to meet the demands of degree studies.
The FETC (General) has to cater for the minority who aspire to degree study
as well as those who will enter vocational higher or further education
programmes or the world of work. Some subjects are designed to serve all
those purposes and some are designed especially for learners who aspire to
enter vocational preparation or employment.
For these reasons learners who aspire to degree study will be expected to
perform satisfactorily in at least four subjects chosen from a designated list of
recognised FETC subjects. The list comprises FETC subjects that, when
chosen as part of a complete FETC (General) programme, are expected to
prepare learners well for the demands of first degree studies.
Like all proposals in this draft document the designated list is presented for
discussion and is subject to amendment.
5
In compiling the list of designated subjects, as in other aspects of this draft
policy, the Department of Education has given considerable weight to the
views of the higher education community. The Department is also mindful of
the current capacities of the school system and takes seriously its
responsibility to ensure that the transition to the new FETC (General) is as
smooth as possible. The Department has therefore looked carefully at the
subject choices of learners who have achieved Senior Certificate with
Endorsement in recent years, using data provided by the Joint Matriculation
Board (see Annexure 2).
The number of recognised FETC subjects is far fewer than the number of
Senior Certificate subjects that are presented currently by candidates for
Endorsement. It is particularly important to continue to make best use of
specialist teachers and facilities in subjects that have been in high demand
while making a sensible selection of subjects that have had less currency. All
eight FETC (General) Learning Fields are represented in the list of designated
subjects.
It will be necessary to provide certainty to the school system during the
transition and to remain open to the need to adjust the list of designated
subjects over time as the system adapts to the rich possibilities opened by the
new FETC (General) curriculum. The designated list will therefore remain in
place for three years from the commencement of the HEQF, during which
time Umalusi and the HEQC will be requested to undertake an evaluation of
its suitability and influence. The matter will then be reviewed in the light of
the evidence.
The designated list will be a potent influence on schools, parents and
learners. It is vital to emphasise that the list has been chosen as a means of
guiding the minority of learners who aspire to degree studies in order to
improve the likelihood of their success. It has no other significance.
All recognised FETC subjects, whether they are on the designated list or not,
have value in their own right. Many different combinations of designated and
other recognised FETC subjects will suit candidates for the varieties of Higher
Certificate, Diploma and Bachelor’s Degree programmes. A heavy onus will
rest on the higher education community to decide what those subject
combinations are in respect of particular programmes and make them widely
known so that provincial departments of education, parents, school principals
and career guidance teachers are in a position to give the best possible advice
to learners who aspire to enter higher education.
6
4.
Minimum requirements for admission to the Higher Certificate,
Diploma and Bachelor’s Degree
Higher Certificate
The minimum admission requirement is a FETC (General) as certified by the
Council for General and Further Education and Training (Umalusi).
Institutional and programme needs may require appropriate combinations of
recognised FETC subjects and levels of achievement. For example, an
institution may determine that a Higher Certificate in Architectural Design
requires in addition to the FETC a specified level of attainment in Design and
an associated recognised subject.4
Diploma
The minimum admission requirement is a FETC (General) as certified by
Umalusi with an achievement rating of 3 (Adequate Achievement, 40-49%) or
better in four recognised FETC 20-credit subjects.
Institutional and programme needs may require appropriate combinations of
recognised FETC subjects and levels of achievement. For example, a Diploma
in Datametrics might require a pass at a prescribed level in Mathematics or
Information Technology.
Bachelor's Degree
The minimum admission requirement is a FETC (General) as certified by
Umalusi with an achievement rating of 4 (Satisfactory Achievement, 50-59%)
or better in four subjects chosen from the following recognised 20-credit FETC
subjects (which will be known as the designated subject list):















Accounting
Agricultural Sciences
Business Studies
Dramatic Arts
Economics
Engineering Graphics and Design
Geography
History
Hospitality Studies
Information Technology
Languages (one language of learning and teaching at a higher education
institution and one other recognised language subject)
Life Sciences
Mathematics or Mathematical Literacy
Music
Physical Sciences
4
The examples given in this document are for purposes of illustration only and are not prescriptive in
any way.
7


Religion Studies
Visual Arts
Satisfactory Achievement in four designated FETC subjects provides the
primary basis for admission to a Bachelor’s Degree programme. An institution
is entitled to specify an appropriate level of subject achievement for a
particular programme. For example, admission requirements for a Bachelor’s
Degree in Fine Art or Music might include a specified level of achievement in
the corresponding recognised FETC subjects. Similarly, an institution will be
free to specify subject requirements for a particular programme. For example,
Mathematics and Physical Sciences might be considered as requirements for
admission to a Bachelor’s Degree in Science.
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SCHEDULE
RECOGNISED SUBJECTS5
Subject to this policy the following FETC subjects are recognised for entry into
the Higher Certificate, Diploma or Bachelor’s Degree. Each of the listed
subjects has a credit value of 20 except Life Orientation (10). The subjects
are grouped in eight Learning Fields.
Agriculture
Agricultural Management Practices
Agricultural Sciences
Agricultural Technology
Arts and Culture
Dance Studies
Design
Dramatic Arts
Music
Visual Arts
Business, Commerce and Management Studies and Services
Accounting
Business Studies
Economics
Official languages at Home and First Additional level
Afrikaans Home Language
Afrikaans First Additional Language
English Home Language
English First Additional Language
IsiNdebele Home Language
IsiNdebele First Additional Language
IsiXhosa Home Language
IsiXhosa First Additional Language
IsiZulu Home Language
IsiZulu First Additional Language
Sepedi Home Language
Sepedi First Additional Language
Sesotho Home Language
Sesotho First Additional Language
Setswana Home Language
Setswana First Additional Language
SiSwati Home Language
SiSwati First Additional Language
5
See the National Curriculum Statement Grades 10-12 (General) and Policy, Government Gazette, No. 25545
(2003).
9
Tshivenda Home Language
Tshivenda First Additional Language
Xitsonga Home Language
Xitsonga First Additional Language
Official languages at Second Additional level
Afrikaans Second Additional Language
English Second Additional Language
IsiNdebele Second Additional Language
IsiXhosa Second Additional Language
IsiZulu Second Additional Language
Sepedi Second Additional Language
Sesotho Second Additional Language
Setswana Second Additional Language
SiSwati Second Additional Language
Tshivenda Second Additional Language
Xitsonga Second Additional Language
Non-official languages
Arabic Second Additional Language
French Second Additional Language
German Home Language
German Second Additional Language
Gujarati Home Language
Gujarati First Additional Language
Gujarati Second Additional Language
Hebrew Second Additional Language
Hindi Home Language
Hindi First Additional Language
Hindi Second Additional Language
Italian Second Additional Language
Latin Second Additional Language
Portuguese Home Language
Portuguese First Additional Language
Portuguese Second Additional Language
Spanish Second Additional Language
Tamil Home Language
Tamil First Additional Language
Tamil Second Additional Language
Telegu Home Language
Telegu First Additional Language
Telegu Second Additional Language
Urdu Home Language
Urdu First Additional Language
Urdu Second Additional Language
10
Engineering and Technology
Civil Technology
Electrical Technology
Mechanical Technology
Engineering Graphics and Design
Human and Social Studies
Geography
History
Religion Studies
Life Orientation
Physical, Mathematical, Computer and Life Sciences
Computer Applications Technology
Information Technology
Life Sciences
Mathematical Literacy
Mathematics
Physical Science
Services
Consumer Studies
Hospitality Studies
Tourism
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ANNEXURE 1
RULES OF COMBINATION TO OBTAIN A FETC (GENERAL)6
The rules of combination to obtain a FETC (General) as stated below are
applicable to Grades 10-12. Subject to the provisions of Section 16(4)(d and
e) of the General and Further Education and Training Quality Assurance Act
(Act 58 of 2001), a Further Education and Training Certificate (General) shall
be issued to a candidate who has complied with the following programme
requirements.
Fundamental Learning Component (40+20+10 credits)
 Two languages – one being a Home Language and the other one
being at Home or First Additional Language level, provided that one
of the two languages must be the language of learning and
teaching (20 x 2 = 40 credits);
 Life Orientation (10 credits); and
 Mathematical Literacy or Mathematics (20 credits).
Core Learning Component
At least two subjects selected from one of eight Learning Fields (2 x 20
credits = 40 credits).
Elective Learning Component
At least one subject selected from any one of the eight Learning Fields or
from an accredited assessment body, provided that the same subject is not
offered as a Fundamental or Core subject (1 x 20 credits), provided further
that learners will be restricted to a maximum of four languages.
Minimum requirement
The minimum credits required are Fundamental Learning Component 70 +
Core Learning Component 40 + Elective Learning Component 20 = 130
credits.
6
This is an edited version of the rules of combination, excerpted from the National Curriculum Statement
Grades 10-12 (General) and Policy, Government Gazette, No. 25545 (2003). Full details are contained in
the original document.
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ANNEXURE 2
SUBJECT CHOICES OF CANDIDATES ACHIEVING THE SENIOR
CERTIFICATE WITH ENDORSEMENT, 20047
The subject choices of candidates who achieved a Senior Certificate with
Endorsement in 2004 are presented in descending order according to the
percentage of candidates choosing them:
Between 60-70%
Afrikaans Second Language Higher Grade (HG)
English Second Language (HG)
Between 40-50%
Mathematics Standard Grade (SG)
Biology HG
Between 20-40%
English First Language HG
Geography HG
Physical Science HG
Mathematics HG
Accounting HG
Economics HG
Business Economics HG
Between 10-20%
Afrikaans First Language HG
Biology SG
Physical Science SG
Accounting SG
History HG
isiZulu First Language HG
Sepedi First Language HG
Business Economics SG
Between 3-6%
Agricultural Science SG
Home Economics HG
Setswana First Language HG
Computer Studies SG
Computer Studies HG
Technical Drawing HG
Xitsonga First Language HG
Tshivenda First Language HG
7
Summarised from tables prepared by the Joint Matriculation Board, January 2005. HG=Higher Grade,
SG=Standard Grade, LG=Lower Grade. The number of candidates achieving Endorsement was 85 649.
13
Geography SG
Sesotho First Language HG
Agricultural Science HG
isiXhosa First Language HG
Art HG
Between 1-3%
Biblical Studies HG
Economics SG
Travel and Tourism SG
Computyping SG
Physiology HG
History SG
Mathematics LG
Speech and Drama HG
isiZulu Second Language HG
Afrikaans Second Language SG
siSwati First Language HG
Additional Mathematics HG
Mercantile Law SG
Below 1%
153 other subjects
14