Gizelle McIntyre, Director of the Institute of People Development (IPD) PART A: THE DIFFERENCE BETWEEN ACADEMIC AND PROFESSIONAL QUALIFICATIONS Whilst both academic and professional qualifications are recognised and controlled by the South African Qualifications Authority (SAQA) and both are indicative of a certain level of achievement, the levels of recognition of these forms of qualification are not always on par. |
Although there are various differences between the two, is this distinction in recognition correct, or is too much impetus being placed on academics alone? Not all qualifications are equal, even though this is the primary vision and mission of the NQF. Perhaps a better approach would be for the two to work together to produce a skilled workforce that has both academic knowledge of the job at hand and the real-world skills to perform the tasks required. Should the good of the country not be the driving force behind education and training, rather than the size of our egos?
There are various fundamental differences between these forms of qualification. An academic qualification involves the study of a subject with an academic discipline and (hopefully) research focus. The overriding purpose of this qualification is a contribution to the learner’s specialised knowledge of a subject and not necessarily the application thereof. The purpose of a professional qualification is to impart knowledge, understanding and practical experience to the learner to enable the learner to apply the knowledge in a practical manner, in a professional practice. This obviously leads to a completely different set of skills, each with different purposes and contexts for the world of work.
A learner at IPD recently asked why the NQF level 5 National Diploma in ETDP was taking her longer and was more difficult than her NQF level 9 qualification from an academic institution. The answer is quite simple; in order to prove competence in an occupationally directed professional qualification it must be proven that the learner has knowledge and understanding of the theory (foundational competence), that the learner has the ability to apply that knowledge and understanding practically (practical competence), and that the learner has the ability to apply that knowledge, understanding and practical skill in an ever changing environment (reflexive competence).
On the one hand, a professional qualification is usually made up of on-the-job training and various short courses, which when combined make up a qualification. On the other hand, the academic route focuses on the theory rather than practical application and leads to a qualification. With either approach, this formal qualification comes with a title that can be utilised infinitely, yet more often than not these titles are not treated as equal in the recruitment space. If regulated by a professional body in the form of a professional designation, such titles must be renewed through annual reregistration with the regulatory body and include continuous professional development (CPD) activities to prove the currency of the skill/s.
The most striking difference between these forms of qualification is perhaps that a professional qualification, due to the nature of the training and the fact that it is built on practice analysis, offers a warrant of competence and expertise. It therefore certifies that, having completed the course or training, the graduate has the essential knowledge and skills to perform the duties required of his/her profession. In contrast, an academic qualification does not certify competence and is not based on a systematic or formal practice analysis; all it certifies is that the learner has successfully learnt the theory behind the practice. For this reason, should human error lead to damages, no recourse will be permitted to an academic institution, but in certain cases, recourse to a regulatory body may be possible.
A collaborative approach will result in a combined effort in terms of professional and academic qualifications, utilising skills analyses and gap training to expedite the process. This will allow these qualifications to feed off of each other to produce a skilled workforce with knowledge and experience; the perfect solution to combating the current skills-short market.
Perhaps the employers should be asking themselves the question; “Who should be employed in this particular job – someone who is a thought leader and will ensure best practice via specialised knowledge and research (thus an academic appointment), or a skilled professional who will provide best practice application?”
PART B: EQUALISING ACADEMIC AND PROFESSIONAL QUALIFICATIONS
The view of many parents today is that their children will be assured a healthy career and the opportunity to build personal wealth if they get a university degree. However, where does this leave those that do not have access to a tertiary education? What about the many who have dreams of entering careers that do not require a degree, or who do not want a degree? How then do we explain the number of unemployed graduates, which simply increases with every graduating class?
The myth that having a qualification will ensure a good job must be debunked. There is a great reputational difference between professional and academic qualifications and this is due to the misconceived belief that the best way to prepare our children for employment is through a degree, or academic qualification. The Organising Framework for Occupations codes indicate that a staggering 70% of all high and low level work lies in the realm before degrees.
In a world that has been conditioned to a certain level of academic snobbism with regards to the types of qualifications available, how can the mind-set of the general population be changed? The only way to address this misconception is to redefine thought patterns in this regard. The very existence of many bridging programmes indicates the need for professional qualifications. In a recent talk Dr Frans Cronje, CEO: SAIRR, emphasised the need for us not to focus on how many matriculants we exit from education, but how many of them have over 50% for maths, this being industry’s main indicator of a student who will be worthy of recruiting.
Academic qualifications equip candidates with knowledge about the subject, but practical skills are rarely taught as part of that qualification. If managers were given autonomy over the recruitment process, most of them would more than likely select candidates that have occupational qualifications and/or experience in the field, based on their experiential skills, rather than an academic qualification (unless the position is strictly strategic).
It is important to note that this is not a call for people to disregard the importance of academic qualifications. Academic qualifications add immeasurable value in terms of teaching graduates how to think deeper, question more, research effectively and solve problems in a structured manner. Where a position requires these skills, an academic qualification would certainly add more value than a professional one. However, there are certain steps that should be followed before starting an academic qualification; after all, how many graduates are actually working in their field of study?
One of the most common strategies currently being utilised, especially by big companies, is to place graduates in internship programmes – to ensure that they are work-fit, not just study-fit. Surely this should be raising red flags to those who believe the simple obtainment of a degree will automatically lead to employment?
The first step would be to equip people with occupational qualifications, evaluate their progress and identify the cream of the crop from an educational and occupational standpoint. From this there are two skills development paths to choose from; those with management or strategic potential and the correct fit in the company could now begin an academic qualification, while others may be better suited to a professional qualification giving them occupational expertise, speciality direction and real-world skills.
For this to become a reality, however, companies will need to change their recruitment processes, hiring based on skill and core competencies, not purely based on qualifications. Essentially, skills development is about return on investment and building powerful companies; there are very few ‘hippies’ in skills development; it is all about the bottom-line in the long run. Here’s the fact – once hired, companies cannot simply fire employees; so when hiring, doesn’t it make more sense to base the decision on proven skill and competence, rather than just a piece of paper?
The Quality Council for Trades and Occupations is heavily advocating articulation and it is hoped that these two types of qualifications will soon be regarded as equal, enabling them to work together; but there is a long road ahead. When this pinnacle is reached, Africa will finally be at a point where skills development is truly best practice. There are millions of unemployed youth that need to be employable; more than can afford to get degrees. Professional qualifications are more affordable, offer greater levels of flexibility, can be completed piecemeal to build up to a full qualification and, although they require practical application and are therefore not easier than academic qualifications, they take less time to complete.
Before forcing school leavers into a tertiary education which doesn’t truly guarantee that the world will become their oyster, parents should consider the unemployment statistics carefully. Why are there so many unemployed, highly qualified people? Success is a ladder that must be climbed from the bottom rung to be sustainable. With a focus on skills first, employees can build themselves up to a point where they can achieve those academic qualifications (and their companies would probably pay for it too.)
There are various fundamental differences between these forms of qualification. An academic qualification involves the study of a subject with an academic discipline and (hopefully) research focus. The overriding purpose of this qualification is a contribution to the learner’s specialised knowledge of a subject and not necessarily the application thereof. The purpose of a professional qualification is to impart knowledge, understanding and practical experience to the learner to enable the learner to apply the knowledge in a practical manner, in a professional practice. This obviously leads to a completely different set of skills, each with different purposes and contexts for the world of work.
A learner at IPD recently asked why the NQF level 5 National Diploma in ETDP was taking her longer and was more difficult than her NQF level 9 qualification from an academic institution. The answer is quite simple; in order to prove competence in an occupationally directed professional qualification it must be proven that the learner has knowledge and understanding of the theory (foundational competence), that the learner has the ability to apply that knowledge and understanding practically (practical competence), and that the learner has the ability to apply that knowledge, understanding and practical skill in an ever changing environment (reflexive competence).
On the one hand, a professional qualification is usually made up of on-the-job training and various short courses, which when combined make up a qualification. On the other hand, the academic route focuses on the theory rather than practical application and leads to a qualification. With either approach, this formal qualification comes with a title that can be utilised infinitely, yet more often than not these titles are not treated as equal in the recruitment space. If regulated by a professional body in the form of a professional designation, such titles must be renewed through annual reregistration with the regulatory body and include continuous professional development (CPD) activities to prove the currency of the skill/s.
The most striking difference between these forms of qualification is perhaps that a professional qualification, due to the nature of the training and the fact that it is built on practice analysis, offers a warrant of competence and expertise. It therefore certifies that, having completed the course or training, the graduate has the essential knowledge and skills to perform the duties required of his/her profession. In contrast, an academic qualification does not certify competence and is not based on a systematic or formal practice analysis; all it certifies is that the learner has successfully learnt the theory behind the practice. For this reason, should human error lead to damages, no recourse will be permitted to an academic institution, but in certain cases, recourse to a regulatory body may be possible.
A collaborative approach will result in a combined effort in terms of professional and academic qualifications, utilising skills analyses and gap training to expedite the process. This will allow these qualifications to feed off of each other to produce a skilled workforce with knowledge and experience; the perfect solution to combating the current skills-short market.
Perhaps the employers should be asking themselves the question; “Who should be employed in this particular job – someone who is a thought leader and will ensure best practice via specialised knowledge and research (thus an academic appointment), or a skilled professional who will provide best practice application?”
PART B: EQUALISING ACADEMIC AND PROFESSIONAL QUALIFICATIONS
The view of many parents today is that their children will be assured a healthy career and the opportunity to build personal wealth if they get a university degree. However, where does this leave those that do not have access to a tertiary education? What about the many who have dreams of entering careers that do not require a degree, or who do not want a degree? How then do we explain the number of unemployed graduates, which simply increases with every graduating class?
The myth that having a qualification will ensure a good job must be debunked. There is a great reputational difference between professional and academic qualifications and this is due to the misconceived belief that the best way to prepare our children for employment is through a degree, or academic qualification. The Organising Framework for Occupations codes indicate that a staggering 70% of all high and low level work lies in the realm before degrees.
In a world that has been conditioned to a certain level of academic snobbism with regards to the types of qualifications available, how can the mind-set of the general population be changed? The only way to address this misconception is to redefine thought patterns in this regard. The very existence of many bridging programmes indicates the need for professional qualifications. In a recent talk Dr Frans Cronje, CEO: SAIRR, emphasised the need for us not to focus on how many matriculants we exit from education, but how many of them have over 50% for maths, this being industry’s main indicator of a student who will be worthy of recruiting.
Academic qualifications equip candidates with knowledge about the subject, but practical skills are rarely taught as part of that qualification. If managers were given autonomy over the recruitment process, most of them would more than likely select candidates that have occupational qualifications and/or experience in the field, based on their experiential skills, rather than an academic qualification (unless the position is strictly strategic).
It is important to note that this is not a call for people to disregard the importance of academic qualifications. Academic qualifications add immeasurable value in terms of teaching graduates how to think deeper, question more, research effectively and solve problems in a structured manner. Where a position requires these skills, an academic qualification would certainly add more value than a professional one. However, there are certain steps that should be followed before starting an academic qualification; after all, how many graduates are actually working in their field of study?
One of the most common strategies currently being utilised, especially by big companies, is to place graduates in internship programmes – to ensure that they are work-fit, not just study-fit. Surely this should be raising red flags to those who believe the simple obtainment of a degree will automatically lead to employment?
The first step would be to equip people with occupational qualifications, evaluate their progress and identify the cream of the crop from an educational and occupational standpoint. From this there are two skills development paths to choose from; those with management or strategic potential and the correct fit in the company could now begin an academic qualification, while others may be better suited to a professional qualification giving them occupational expertise, speciality direction and real-world skills.
For this to become a reality, however, companies will need to change their recruitment processes, hiring based on skill and core competencies, not purely based on qualifications. Essentially, skills development is about return on investment and building powerful companies; there are very few ‘hippies’ in skills development; it is all about the bottom-line in the long run. Here’s the fact – once hired, companies cannot simply fire employees; so when hiring, doesn’t it make more sense to base the decision on proven skill and competence, rather than just a piece of paper?
The Quality Council for Trades and Occupations is heavily advocating articulation and it is hoped that these two types of qualifications will soon be regarded as equal, enabling them to work together; but there is a long road ahead. When this pinnacle is reached, Africa will finally be at a point where skills development is truly best practice. There are millions of unemployed youth that need to be employable; more than can afford to get degrees. Professional qualifications are more affordable, offer greater levels of flexibility, can be completed piecemeal to build up to a full qualification and, although they require practical application and are therefore not easier than academic qualifications, they take less time to complete.
Before forcing school leavers into a tertiary education which doesn’t truly guarantee that the world will become their oyster, parents should consider the unemployment statistics carefully. Why are there so many unemployed, highly qualified people? Success is a ladder that must be climbed from the bottom rung to be sustainable. With a focus on skills first, employees can build themselves up to a point where they can achieve those academic qualifications (and their companies would probably pay for it too.)