Policies

Policies on Academics

I) POLICY ON ADMISSION OF LOCAL & INTERNATIONAL STUDENTS
(PALIS 01/2019)

1. PREAMBLE

1.1. The Policy of St John Vianney Seminary (SJV) on Admission of local and international students, conscious of the existential socio-political, economic and educational imbalances in the South African society, as a consequence of the long history of racial politics, seeks to create equal opportunity in higher education for the previously marginalised.

1.2. With equal commitment to academic excellence in teaching and learning, with a particular mission of forming a balanced and integrated human being, SJV Admission Policy is open to the cultural diversity of South Africa and is oriented towards equitable access to higher education, with a distinctive aim for building a dynamic, academically developed and equitable society.
1.3. Mindful of the multifaceted and complex nature of the disadvantaged in the South African context therefore, SJV Policy on Admission considers a range of factors in the admission of students, in order to eliminate inequalities and unfair discrimination in the higher education system.
1.4. The ultimate aim of this Policy is to admit a diverse student body with the potential to succeed, and to maintain and promote academic excellence through diversity.
1.5. Since SJV is, in keeping with the Constitution of South Africa, committed to providing equal opportunities, its admission is open to all eligible applicants, regardless of race, colour, creed, national origin and gender, provided preference be given to an eligible South African applicant over an applicant from a foreign country.
1.6. In addition to the admission requirements as prescribed, an applicant must also meet SJV requirements for entry into the programme.
1.7. As an institution of higher learning, SJV is governed by the Higher Education Act (101 of 1997), and its Admission Policy is aligned with the provision of sections 74 (1) of the same act. It is also governed by the revised Policy for “Minimum Admission Requirements for Higher Certificates, Diploma and Bachelor’s Degree Programme requiring Senior Certificate”, promulgated in 2008.
1.8. SJV acceptance of local and international students will be in accordance with South African legislation governing the requirements, with “the objective for redress, equity and quality”. It also respects the support of the Higher Education Act for “wider and more diverse access to higher education”.

2. POLICY PURPOSE

2.1. The purpose of SJV Policy on Admissions is to ensure regulatory compliance in the admission of new students, ensuring that they meet entry requirements for the programme applied for.
2.2. This Policy is applicable to all staff and students of SJV.

3. GENERAL ADMISSION REQUIREMENTS

3.1. To be admitted, a candidate must hold:
3.1.1. Senior Certificate, with an exemption pass, or
3.1.2. National Senior Certificate (NSC), with a Bachelor Pass, as certified by the Council for Quality Assurance in General and Further Education and Training (UMALUSI).
3.1.3. Non-South African applicants must hold an equivalent certificate mentioned in 3.1.1 and 3.1.2, evaluated and certified thus by the South African Qualification Authority (SAQA).
3.2. In addition to the preceding requirement, the candidate must have a minimum achievement rating of 4 (50 – 59%) in the English language.
3.3. In keeping with the revised Policy for the “Minimum Admission Requirements for Higher Certificate, Diploma and Bachelor’s Degree Programmes requiring a National Senior Certificate”, set out in terms of section 3 of the Higher Education Act (101 of 1997), applicants who do not meet the minimum requirements stipulated above, may be given an opportunity for admission through one of the following “alternative routes of entry”:

3.3.1. Recognition of Prior Learning (RPL): This alternative route will constitute not more than 10% of the total cohort and will be done in accordance with the stipulations of the RPL Policy of SJV.
3.3.2. Admission Test: Once-of test administered to potential students, in order to gauge their capacity for the programme they apply for, and to predict their possible success. To be considered for admission, the applicant must obtain at least 50%.
3.3.3. Admission on the basis of Discretionary Selection: To qualify for discretionary selection, candidates must successfully complete the entire first-year modules of the degree programme they wish to apply for.
3.4. The final decision for acceptance on the basis of alternative routes contemplated in 3.3.1 – 3.3.3 lies with the SJV Academic Committee chaired by the Academic Dean.

4. ADMISSION REQUIREMENTS FOR SOUTH AFRICAN STUDENTS

For admission into a Bachelor Degree Programmes (HEQF Level 7), South African students need one of the following:

4.1. National Senior Certificate (NSC)
In accordance with the stipulation of UMALUSI, applicants for a Bachelor degree programme must be in possession of the National Senior Certificate (NSC) certified with an achievement rating of 30% or higher in English (the language of learning at SJV), and a rating of 4 (adequate achievement; 50 – 59%) or better in four recognised NSC 20-credit subjects.

4.2. Senior Certificate (SC)

4.2.1. Access to the Bachelor programme is granted on the presentation of a Senior Certificate pass certified by UMALUSI, which must indicate pass with endorsement or exemption.
4.2.2. Moreover, the applicant must have passed English and three other subjects, with an aggregate achievement of 950.
4.2.3. Applicants who wish to follow a degree programme, but who do not possess a Senior Certificate with an endorsement or exemption pass, may apply to the Matriculation Board (Universities South Africa) for Age or Mature Exemption.

4.3. National Senior Certificate Vocational NC (V)
Applicants who are in possession of a National Certificate (Vocational), certified by the Council for General and Further Education and Training, will be granted access to the degree programme on the basis of an achievement of at least 60% in three fundamental subjects (including English), and at least 70% in the four vocational subjects chosen from the NC (V) level 4 subjects.

4.4. SAQA Evaluation
Applicants who are not in possession of a National Senior Certificate will be granted access on the presentation of a SAQA Certificate of Evaluation equivalent of Grade 12.

4.5. National Senior Certificate (NATED)
Applicants who are in possession of an N4 – N6 certificate may gain entry access to the SJV Degree programme, subject to provision 3.2 or 3.3.

4.6. Exemptions

4.6.1. Age Exemption
Applicants, at least 23 years of age, who have passed the Senior Certificate (SC) or the National Senior Certificate (NSC) without a Bachelor Pass may, in order to gain access to the Degree programme, apply to the Matriculation Board for an Endorsed Exemption.
4.6.2. Mature Age Exemption
Applicants who are over the age of 40, and who do not have an NSC / SC certificate, may, for the purpose of gaining access to the SJV Degree programme, apply to the Matriculation Board for Age Exemption.
4.6.3. RPL Conditional Exemption may be granted, in accordance with the stipulations of the SJV Recognition of Prior Learning (RPL) Policy.

5. ADMISSION REQUIREMENTS FOR INTERNATIONAL STUDENTS

5.1. International students may not be registered at a South African Educational Institute without having obtained a Study Permit from the South African Embassy or Mission in their respective home countries.
5.2. For that reason, in order to be registered at SJV, all non-South African applicants must be in possession of the following documents:

5.2.1. A Valid Passport
5.2.2. A Valid Visa
5.2.3. A Valid Study Permit

5.3. For recognition by SJV, in keeping with the law of South Africa, all international qualifications must be evaluated by the South African Qualifications Authority (SAQA).
5.4. It is the responsibility of the applicant to acquire the relevant documentation from SAQA, proving that the applicant’s highest qualification meets the entry requirements for the programme applied for.
5.5. In the case of applicants who are under the age of 18, permission must be obtained from their parent(s) / guardian(s) / sponsor(s).
5.6. The medium of instruction at SJV is English. For that reason, applicants must provide proof of proficiency in the use of English as a medium of communication. Those who are not proficient in English must first pass the English language course, acknowledged by SJV, before they may be considered for enrolment.
5.7. The student will have to remain medically insured for the full period of study and provide proof of such medical insurance.
5.8. Standard Admission Procedure

5.8.1. Students are to complete the Application Form according to the relevant instructions, pay the required registration fee and submit the following required documentation:
5.8.1.1. Certified Copy of Passport
5.8.1.2. Certified Copies of the International Qualification(S) Obtained
5.8.1.3. Certified Copy of the SAQA Certificate of Evaluation
5.8.1.4. Proof of Application Fee Paid
5.8.1.5. Reference Letter from the School, Bishop or an Equivalent Religious Leader
5.8.1.6. 2 X ID Size Photos
5.8.2. When the Registrar is satisfied that the applicant meets the required criteria, SJV will inform the applicant whether his/her application has been successful and on which provisions. A letter of provisional acceptance will be issued for the application of the Study Permit.
5.8.3. A student who is provisionally accepted must pay one year’s tuition fees (before registration) as well as one year’s residence fees (if applicable) in advance.
5.8.4. Only after the applicant has obtained the Study Permit, has paid all fees due and has satisfied all other prerequisites, may he/she depart for South Africa.

5.9. Guidelines

5.9.1. Passport: A passport must be valid for the full duration of the programme.
5.9.2. Study and Work Permit: To register for the SJV degree programme, international student applicants must have a Study Permit in the name of SJV.
5.9.3. Spousal Visa and Permanent Residence
5.9.3.1. Holders of Spousal Visas will be allowed to apply for the SJV programmes.
5.9.3.2. Students in possession of a Spousal Permit will also have permanent residency.
5.9.3.3. Permanent residency means the individual is free to work, study or run/own a business with no endorsements required.

5.9.4. Refugee Status

5.9.4.1. All Refugee Permit holders will be allowed to apply for SJV programmes.
5.9.4.2. A Refugee Permit allows a person to work and study in South Africa, as long as the permit is valid.
5.9.4.3. When an international applicant is granted asylum (written recognition of refugee status), the student must be in possession of a section 24 permit. The permit would allow the international applicant to remain for a period of 2 years in South Africa. The permit is renewable upon expiration of its validity after the review process by the Department of Home Affairs. In this case, the refugee must write a letter requesting the extension of his or her refugee status.

5.9.5. International Student Registration Status
Discontinuing of studies for whatever reason (for example expulsion/de-registration/non-attendance) will result in the Registrar informing the Department of Home Affairs on the discontinuation or de-registration of the student concerned.

6. POLICY APPEAL PROCEDURE

6.1. If the applicant is unsuccessful, the applicant will have fourteen (14) days to appeal in writing to the Academic Dean.
6.2. The applicant will be notified in writing about the outcome of the Appeal Process decision. This decision will then be final.
6.3. Those applicants not deemed successful will be denied admission to the SJV programme.

7. RIGHTS OF ST JOHN VIANNEY SEMINARY NPC
SJV reserves the right, exercised at the discretion of the Academic Dean, alone or with some or all the members of the Academic Committee, to deny admission to any applicant who might have fraudulent or inappropriate qualifications or has a history of misconduct at other institutions.

8. RESPONSIBILITY FOR IMPLEMENTATION
The Registrar is responsible for the implementation of this Policy.

II) ASSESSMENT POLICY – (AP 01/2019)

1. PREAMBLE

1.1. St John Vianney (SJV) Seminary NPC, in the existing Seminary academic regulations and practices, explicitly states the assessment regulations of the same Seminary in line with current, research-based views and standards regarding assessment.

1.2. Assessment forms the essence of an integrated approach to student learning. It is generally accepted that assessment constitutes the learning and teaching practice through which the most direct influence may be exerted on student learning, as well as the practice in which the functions are described in this Assessment Policy (hereinafter referred to as the Policy).

1.3. The Policy is therefore able to provide a framework within which assessment practices at the SJV can be valid, reliable and justifiable, and can be directed and evaluated within respective academic departments on the basis of clear principles.

1.4. The Policy focuses on the criteria for excellent practice in assessment, of which the detailed regulations, rules, and practices are subject to the Policy. All the academic departmental specific documents, that have a bearing on assessment therefore, resort under this overarching Assessment Policy and meet its requirements.

a. This Policy is based on the assertion that lecturers have the competence to decide how assessment should be conducted within their respective disciplines and programmes, and will be prepared to develop their skills further.

b. The primary responsibility for the monitoring of assessment practices at the SJV lies within the Academic Committee.

2. DEFINITIONS AND DESCRIPTIONS

For the purposes of this Policy, the key words and concepts are defined as set out below:

2.1. Assessment

2.1.1. The South African Qualifications Authority (SAQA) views assessment as “a structured process for gathering evidence and making judgments about an individual’s performance in relation to registered national standards and qualifications”.

2.1.2. Assessment can thus be defined as the process of collecting evidence of learners’ work to measure and make judgments about the specified achievement or non-achievement.

2.2. NQF Standards and/or Qualifications

This refers to the requirements against which the student’s performance is measured during different assessment opportunities and different types of assessments. For example, some of the criteria that could be used during the assessment of an essay would include the following: the introduction, the presentation and interpretation of facts and data, the quality of the argument, the use of substantiation, and the conclusion. For an oral examination, it also could include eye contact, audibility, self-expression, use of language, completeness and correctness of content.2.3. Assessment Methods
This refers to different types of methods such as assessing theory by means of questioning, written or verbal questions, assessing skills by observation of a task, and a third form of evidence, also referred to as an end product.

2.4. Assessment Opportunity

Any opportunity during which student learning is assessed such as class test, projects, discussions, written, practical and oral examination. This can be applied for the promotion of learning (formative) or to form a judgment on the students’ knowledge and outcomes (summative) or, in some cases, for both purposes.
2.5. Assessment Tools/Instruments
Different types of instruments which measure knowledge and different types of skills, such as essays, multiple choice questions, practical, written and oral examinations, portfolios (dossier), presentations and research projects.

2.6. Assessors

The lecturers/assessors involved in the planning, implementation and evaluation of the assessment of the students.

2.7. Continuous Assessment

It is the assessment that has to take place at regular intervals during the presentation of a module.

2.8. Formative Assessment

This is the type of assessment that is applied during the course of the semester and whose aggregate percentage is added to that of the Summative Assessment to constitute the Final Mark for the promotion of student learning and provision of feedback for the enhancement of students’ performance.

2.9. Summative Assessment

Summative assessment is undertaken at the end of a module. It will be in the form of an oral and/or written examination. The assessment leads to decisions and judgments (such as pass/fail, graduate/not graduate) regarding the students’ skills and knowledge, i.e. assessment which contributes to the final mark for a module.

2.10. Moderation

Moderation is divided into two:

a) Internal Moderation: Moderation occurring at the SJV level. The moderator must ensure that the assessment methods and instruments (design) are appropriate, that the implementation thereof is appropriate and, in the review process, makes the necessary changes.
b) External Moderator: Final year research papers as well as 10% of examination scripts need to be moderated externally. This process will be coordinated by the Academic Dean.

3. SCOPE OF ASSESSMENT

3.1. The Assessment Policy refers to all forms of assessment, under the umbrella of Formative and Summative Assessments.

4. ASSESSMENT AS TEACHING PRACTICE

4.1. The assessment of student learning can be regarded as a process during which:

4.1.1. The expectations of, and standards for performance, are clarified and made available;
4.1.2. Evidence is gathered on how good performance compares to these expectations and standards;
4.1.3. The evidence is analysed and interpreted; and
4.1.4. The information that is gathered in this manner is used to document, explain and/or improve performance.

5. FUNCTIONS OF ASSESSMENT

5.1. Assessment for formative purposes, that is, assessment for learning purposes, primarily serves the learning process by offering students an opportunity to develop the desired knowledge, skills and attitudes with the aid of timely feedback to fill the gaps.
5.2. Assessment for summative purposes, that is, assessment for learning and promotion purposes, serves to clarify decisions and findings on the progress of students, e.g. for promotion or certification, during which value judgments are made on students’ performance.
5.3. Assessment can form part of the information that is used for feedback purposes i.e. assessment for quality promotion to evaluate the quality and impact of a learning and teaching programme.
5.4. It is important to ensure that both the assessors,, and the students who are assessed, thoroughly grasp the different purposes of assessment.

6. FORMATIVE ASSESSMENT

6.1 Formative Assessments are a useful way of gauging progress, and shall be asked of the students within the time-frame spelt out in this policy.
6.2 Lecturers shall submit all their Formative Assessments dates to the office of the Academic Dean and to students no later than the first day of their respective lectures
6.3 For fair spacing of assessments, and to protect students from excessive workload, the office of the Academic Dean reserves the right to modify, reduce or change the Formative Assessments dates.
6.4 All Formative Assessments done during the semester should add to the final semester mark of the student.
6.5 Amongst other things, all modules should involve set reading as part of preparation for lectures. In this way, lecturers are asked to make sure that students read and reflect so that the fruits of their reading are shared and discussed insightfully in class.
6.6 Short class tests (or similar forms of assessment) on specific sections covered in class are a useful way of checking or evaluating prescribed reading. For that reason, lecturers are strongly urged to use them to gauge the progress of students.
6.7 Equally important are written research works which are helpful tools in the development of the students’ research and writing skills
6.8 Apart from formal research works, it is recommended that some other forms of writing should accompany prescribed and recommended reading, either as a teaching tool or in preparation for lectures or class discussions. If marks are allocated for such, they are to be included as under the Formative Assessment mark. Oral presentations, based on the recommended reading, can be presented in class in the form of shared teaching or debates.

The above guidelines make provision for on-going Formative Assessment and on-going Informal Formative Assessments.

7. ASSIGNMENTS, TESTS AND OTHER ASSESSMENT PROJECTS

7.1. Each lecturer may, during the semester, and for the purpose of Formative Assessments, prescribe reading, conduct class tests, set projects and/or ask for written research works from students, within the stipulated time-frame (March/April and August/September), bearing in mind the students’ overall programme.
7.2. Each lecturer must propose and duly submit the Formative Assessment dates of their respective modules to the office of the Academic Dean no later than the first day of their lecture. The same office will, having collated all dates, draw up, publicise and disseminate the Formative Assessments timetable to all the relevant people, within the first fortnight of the semester.
7.3. Given the high number of modules offered at SJV per semester, for the purpose of ensuring fair spacing of assessments and for the protection of students from excessive workload, the Academic Dean reserves the right, in consultation with the affected lecturers, to change, modify or cancel certain proposed Formative Assessment dates.
7.4. Continuous Assessments

7.4.1. Where a module has Summative Assessments, the aggregate percentage of continuous assessments shall constitute the Formative Assessment mark, which will be added to the Summative Assessment mark to constitute the Final Mark.
7.4.2. Where a module has no Summative Assessment, the aggregate percentage of all the continuous assessments shall constitute the Final Mark.

8. SUMMATIVE ASSESSMENT AND THE FINAL MARK

8.1. With the exception of Homiletics and Final Comprehensive Examination (FCE) which specifically train students for public speeches and delivery, all Summative Assessments shall, for the purpose of keeping records, be conducted in writing, at the end of each semester.

8.2. The Predicate Mark shall be the combination of all the Formative Assessments (class tests, assignments, projects etc.) done during the course of the semester, which must conjointly contribute 40% towards the Final Mark.
8.3. The Examination Mark of the module shall be the total marks obtained by the student during the Examination or, if more than one assessment is done, the sum-total of all Summative Assessments per module, marked out of 60%, and contributing the same percentage towards the Final Mark.
8.4. The Final Mark shall be a combination of the Predicate Mark (40%) and the Examination Mark (60%).

9. CRITERIA FOR EFFECTIVE ASSESSMENT

9.1. As assessment exercises one of the most powerful and direct influences on the nature and extent of student learning, the design of assessment to promote student learning is essential.
9.2. Effective assessment is based on healthy programme design, development and implementation.
9.3. The purpose of the set of principles or criteria for effective assessment given below is, for the sake of individual assessment opportunities and the processes at module and programme level, to provide the lecturers involved in assessment with criteria according to which they can measure their own assessment practices.
9.4. All assessment opportunities and processes should meet the criteria set out below. The lecturers should be able to justify themselves with regard to all levels of assessment e.g. at module or programme level as well as with regard to all assessment instruments that are at their disposal; e.g. multiple choice tests and case studies in terms of these criteria. However, these criteria should not be considered or applied in isolation, but rather, as far as possible, be balanced against each other.

9.4.1. Academic Integrity
The necessary procedures and policies are in existence to avoid, detect, and deal with dishonesty. This implies that all those involved are fully informed of the assessment regulations in this regard.

9.4.2. Validity
The assessment measures what is supposed to measure and the deductions and actions that are based on the results of the assessment are appropriate and accurate:

i. The assessment practices and methods that are used are in line with the stated outcomes of the module and programme (content-based validity) and the assessment methods that are used are appropriate for the type of outcomes that are assessed (suitability). For example, the ability to work in a group cannot be tested effectively by means of a written examination.
ii. The validity of the assessment results increases to the extent to which the assessment component of a programme is planned and developed in such a manner that students are given the opportunity to demonstrate how they achieved the stated outcomes, both specific and generic.
iii. It is ensured that what is assessed will reflect the content of the stated outcomes sufficiently.
iv. The assessment methods, for example tests, assignments, tasks, orals, etc. are selected on the basis of the nature of the learning outcomes that are being assessed.
v. The relative number of opportunities for the different types of assessment places suitable emphasis on the different learning outcomes.
vi. Where applicable, different assessment methods are used.

9.4.3. Reliability

i. The results of the assessment tasks or opportunities are repeatable in different contexts. The instruments should be designed so that different assessors would obtain the same assessment results under the same circumstances.
ii. The results of individual assessment opportunities as well as the results of assessment processes (modules and programmes) are repeatable, in other words, they consistently distinguish between good and poor performance.
iii. The reliability of assessment is increased to the extent that:

a. The assessment methods are selected according to its acknowledged reliability for the assessment of the stated outcomes.
b. During the implementation of the assessment methods, attention is paid to factors that could influence their reliability.
c. The number and variety of assessment methods are consciously selected to improve its reliability.
d. The marking of assessment items by one or more examiners involved in a module within the Departments is uniform.

9.4.4. Transparency

Assessment information, for example the reasons for the assessment, when it will take place, the methods that will be used, the requirements that will be measured, the manner in which the Final Mark will be calculated, and that the appeal mechanisms have been made known to the students will be as follows:

i. The students receive clear information about the assessment requirements against which their performance will be measured during the different assessment opportunities or assessment methods.
ii. The module framework clearly sets out the method for allocating weightings to different assessment opportunities and calculating the Final Mark.

9.4.5. Fairness

i. Assessment systems are equitable in that all students are treated fairly, without prejudice and with the necessary assistance to overcome inability or handicaps.
ii. Assessment assignments are of such a nature that they can be suitably understood and interpreted by students from different backgrounds. For example, the needs of students with disabilities are taken into consideration and suitably addressed during the assessment process.
iii. Fairness refers to the following principles:

a. The compilation of marks for a module is a considered and justifiable process.
b. The reliability and validity of the judgments that are made on student performance can be ensured and measured.
c. A variety of assessment methods are used.
d. The criteria in terms of which the task is to be assessed are announced to the students in advance.
e. The assessment does not make unreasonable demands on the students.
f. Purposeful attempts are made to safeguard the assessment against any intended or unintended forms of unfair discrimination.
g. Marks for assessment tasks, as well as the Final Mark, are determined on the basis of previously determined requirements and standards, not with reference to the performance of other students.

9.4.6. Sufficiency
The student has submitted sufficient evidence to allow the assessor to make a judgment decision regarding the student’s competence.

9.4.7. Timely Feedback

i. Lecturers provide timely feedback on Formative and Summative Assessment tasks. This feedback enables the students to identify the sections that have been completed satisfactorily, and to clearly know which sections require further study.
ii. Student learning and development are promoted, supported and encouraged by assessment practices.
iii. Supporting students to monitor their own learning and to reflect on learning experiences, is to support and promote student learning.
iv. Timely feedback on formative and summative assessment tasks is critical for student learning and should be executed in the following ways:

a) Assessment opportunities are distributed throughout the semester to promote the quality of learning, which is encouraged and supported by assessment and feedback.
b) Timely feedback on Formative and/or Summative Assessment is made available where appropriate.
c) Student performance during assessment is dealt with as a form of feedback on teaching.
d) Students are informed about the ways in which feedback on assessment can be used for further development.
e) Lecturing staff continuously consider the results of individual assessment opportunities and general strategies critically so that misunderstandings about teaching can be addressed appropriately.

10. PROMOTION AND FAILURE:

10.1. A student who attains the Final Mark of 50% or more in a module will have successfully passed that module.
10.2. A student who attains the Final Mark of 49% will have his/her mark adjusted to 50%.
10.3. A student who attains the Final Mark of 40-48% will have an option for a Supplementary Examination.
10.4. Any Final Mark of less than 40% constitutes a failure with no possibility for a Supplementary.
10.5. A student who fail a semester or a year twice, shall be deregistered. No students shall be allowed to repeat the same semester or the same year twice.

11. MODULE EVALUATION:

11.1. At the end of each semester, for quality assurance in learning and teaching, for curriculum development, and for the lecturers’ self-evaluation and growth, there shall be written evaluation of all modules by students.
11.2. All written evaluations per module shall be collated and duly sent to the respective lecturers.
11.3. Individual evaluation papers of students shall be stored securely for at-least five years, during which individual lecturers, by the permission of the Academic Dean, shall have a right to access them if needs arise. However, all Evaluation Papers shall remain the property of SJV and shall neither be photocopied nor given to anyone, including the evaluated lecturer.
11.4. Under no circumstance shall Evaluation Papers be used to victimise, analyse or assess students.

11.5. The analysis and collation of the Evaluation Papers are the responsibility particular to the office of the Academic Dean alone, and shall be done under strict confidentiality. However, when the content of the Evaluation Papers calls for an official discussion and decision on the particular module or lecturer, the Academic Dean shall reserve the right to bring the matter to the attention of the Academic Committee or the relevant higher authority of SJV.
11.6. Individual lecturers are urged to evaluate their respective modules. The precise form that this evaluation shall be determined by the Academic Committee.
11.7. Individual lecturers are free to bring to the attention of the relevant HOD or, in his absence, Academic Dean, any challenge, problem or idea they have in relation to their respective modules.

12. COURSE SUMMARIES AND MARKS:

12.1. Each lecturer must, at the end of each semester, submit to the office of the relevant Head of Department, who will in turn hand it over to the office Academic Dean, a written account of the work covered in class, including an indication of class projects and tests given during the semester and the type and length of the examination.
12.2. These summaries will be filed as a permanent record of the material worked through with the students.

13. PLAGIARISM

13.1. For quality assurance in module outcome, honesty and integrity, SJV is committed to preventing, detecting and successfully dealing with any form of plagiarism.
13.2. The objective of this guideline is to deal with detected plagiarism in a fair, transparent and consistent manner.

13.1. Students

13.1.1 Students should take careful note that plagiarism is a very serious offence and form of cheating.
13.1.2 To avoid the accusation of plagiarism, sources in written work must always be clearly identified and acknowledged.
13.1.3 All Research Works of students should include the “Declaration of Professional Conduct in Research Works” (See No. 13.3.2 below).
13.1.4 All Researched Works of students should be submitted to secretaries of Department or Administrative Assistant of the Academic Dean for checking plagiarism.
13.1.5 To prevent any possibility of plagiarism, no Research Work should be submitted to respective lecturers without being accompanied by an outcome of plagiarism check.

13.2. Responsibilities of Lecturers

13.2.1. Lecturers have the right and responsibility to judge and penalise cases of plagiarism in accordance with the guidelines set out in this document.
13.2.2. An allegation of plagiarism is not the same as substantive proof of the incident.
13.2.3. A student suspected of plagiarism must be informed of the charge by the lecturer marking the script, and be given a chance to respond to the allegation in person.
13.2.4. If the student admits to plagiarism, the lecturer must suggest a penalty in line with the Plagiarism Penalty Scale (Refer to 13.3.1 below), and a note of the incident must be placed on the student’s record.
13.2.5. Should a student not admit to the accusation of plagiarism, or dispute the degree of seriousness, then he/she has the right to appeal to the relevant Head of Department.
13.2.6. The penalty scale applies to all works submitted for assessment.
13.2.7. An important criterion for judging the seriousness of the violation is the“quantity” of plagiarised material. However, the general principle is that the penalty should be appropriate to the seriousness of the incident.

13.2.8. The quantity of the violation is determined by the lecturer, using the Plagiarism Penalty Scale.
13.2.9. When investigating an incident, the following are deemed important:

i. The significance of the plagiarised content on the assessment of the submitted work;
ii. The extent or amount of plagiarism in the submitted work;
iii. The year and level of the student;
iv. Whether the student has any previous incidents of plagiarism; and
v. Any apparent intention by the student to deceive.

13.2.10. Should a student have a record of any previous proven instance(s) of plagiarism, a process will ensue in terms of which the Disciplinary Committee will make its recommendations known to the relevant Head of Department, for a final decision and/or disciplinary process.

13.3

13.3.1. Plagiarism Penalty Scale

DEGREE OF SERIOUSNESS	FIRST INCIDENT	SECOND INCIDENT
MINOR (Less than 10% of the text ‘plagiarised’)	¹Cancellation of mark Opportunity to re-submit
MODERATE (More than 10%, but less than 20% of text ‘plagiarised’)
SERIOUS (More than 20% of text ‘plagiarised’)

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