Transcript Development of occupational qualifications

The Occupational Learning
System
Application in the Agricultural
Sector
Supported by
Overview
►Introduction
 Basis of new policy
 NQF and Skills Development Bills
 Overview
● Occupational Learning System
● QCTO
● QA, OQF, NOPF
►Qualification Development
 Curriculum
 Qualification assessment specifications
 Qualification development process
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REVISED POLICY ON NQF IMPLEMENTATION
►Joint Policy Statement, 2007
►Based on the principle of recognising that there are
different forms of learning and that each requires
different delivery and assessment approaches
Application of knowledge
General
knowledge
& theory
General
practical
skills
Specialised
Occupational
knowledge &
& specialised
theory
practical skills
Work
experience
Formal………………………………………………………………………………..Informal
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NQF BILL
►3 Quality Councils (QCs)
 General and Further Education and Training Qualifications
 Higher Education Qualifications
 Trade and Occupational Qualifications
►Functions of QCs
 Develop and implement sub-frameworks
● Qualifications framework
● Quality assurance framework
 Research and advise to relevant Ministers
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SDA: enables a demand driven occupational
learning system
DoL
SETAs
NOPF
ESSA
Curriculum
OFO
&
2
1
3
Qualification
Assessment
Specifications
Economy
Reflect
Industry Needs
QCTO
Occupational
Qualifications
Report
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4
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Impact
assessment
Labour
Market
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SAQA
Provider System
Accredited
Providers
&
Approved
Workplaces
Register & Promote
Learning Programmes
Society
Assessment
Centres
NLRD
Learnerships
Apprenticeships
Skills Programmes
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PURPOSE OF QCTO
►The main role of the QCTO will be to establish and
manage its sub-framework to ensure quality :
 in the design, and
development of occupational
qualifications,
 in the delivery, assessment and certification
processes required to develop occupational
competence
in accordance with labour market skills needs
► Approach
 Who holds the standard?
 Create framework for role players & stakeholders to
operate in
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The Occupational Qualifications Framework
►The OQF will cover all NQF levels.
►Two types of occupational qualification
 National Occupational Award
● For occupations or groups of occupations
 National Skills Certificate
● Elementary occupations (OFO Skill Level 1)
● Occupationally relevant skills sets
» Linked to an occupation – specialisation
» Recognised component of an occupation
» Generic skills set – can be linked to a number of occupations
 Plus statement of results for foundational learning
competence (FLC)
level 2 - 4
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Structure of Occupational Qualifications
All: Metal Fitters and
Machinists (3232)
General Fitter
(323201)
Common / Core
Specialisation
Further
specialisation
20% Work
experience
standards
Chemical
20% Practical
Mining
standards
Defence
20% Knowledge
standards
Fitter-Mechanic
Fitter-Machinist
Mechanic (Diesel)
Context –
Additional Skills
Certificate
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Reconfiguring qualification progression
Common / Core
Specialisation
Further
specialisation
NQF 4
Requires
completion of
all three NQF
levels
Boilermaker
322301
No Exit Level Outcomes at NQF 3
NQF 3
NQF 2
Cannot be linked to specific occupation on
OFO
Learning is essential & credit bearing for
the occupation & qualification at the next
level.
But
(work experience) can include
certificated tasks within the trade or
occupation.
Boilermaker’s
assistant839101
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Scope of occupational qualifications
General knowledge &
theory
Specialised Specialised
practical knowledge
skills
& theory
General
practical
skills
Work
experience
Integrated summative
assessment of occupational
competence
Occupational qualifications
General
qualifications
“Stage 2” qualifications
Vocational & Occupational
directed qualifications
Other QCs
National
Occupational
award
Work Experience qualifications
QCTO & professional bodies
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What is the NOPF ?
►The National Occupational Pathways Framework
(NOPF) is an integral part of OLS & OQF
 based on the OFO
►a management tool that clusters occupations
● mainly at unit group level in the OFO
 into occupational families and occupational clusters to
show occupational progression and articulation options
 The grouping is done based on
● Similar purpose
● Similar learning requirements, i.e.
» similar skills sets and
» similar knowledge disciplines
2008-07-02
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PURPOSE OF THE NOPF
►The National Occupational Pathway
Framework (NOPF) provides an
initial mapping of occupational
progression
2336
Mining Engineers
and Technologists
312903
Mine Deputy
 directs the scope of Communities of
Expert Practices (CEPs) to:
• ensure vertical progression
• articulation (horizontal)
 clarify role players for CEP
processes
7122
Drillers, Miners
and Shot Firers
821904
Mining Support
Worker
821902
Driller’s
Assistant
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Farming, Forestry, Nature Conservation, Environment
and related Science Occupations 1
OFO
LEVEL 1
OFO
LEVEL 2
OFO
u
LEVEL u3
OFO
LEVEL 4
OFO
LEVEL 5
Livestock
841910
Wool Handler
451905
Dog Walker
8415
Livestock Farm
Workers /
Assistants
3611
Animal Attendants
and Trainers
8411
Aquaculture and
Mariculture Farm
Workers / Assistants
8992
Deck and
Fishing Hands
841901
Hunter
3612
Veterinary
Nurses
1223
Livestock Farm
Production Managers /
Foremen
1213
Livestock
Farmers and
Farm Managers
149901
Boarding Kennel or
Cattery Operator
1221
Aquaculture / Mariculture
Farm Production
Managers / Foremen
1211
Aquaculture /
Mariculture Farmers
and Farm Managers
311906
Veterinary
Technician
2347
Veterinarians
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Farming, Forestry, Nature Conservation, Environment and
related Science Occupations 2
OFO
LEVEL 1
OFO
LEVEL 2
OFO
u
LEVEL u3
OFO
LEVEL 4
OFO
LEVEL 5
Laboratory and
Life Sciences
311905
School Laboratory
Technician
311902
Life Science
Technician
3112
Medical
Technicians
311908
Radiation Laboratory
Technician
2345
Life Scientists
234906
Sports Scientist
251903
Genetic Counsellor
2346
Medical Laboratory
Scientists and
Technologists
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Farming, Forestry, Nature Conservation, Environment
and related Science Occupations 3
OFO
LEVEL 1
OFO
LEVEL 2
OFO
u
LEVEL u3
OFO
LEVEL 4
OFO
LEVEL 5
Mixed Animals & Plants
8416
Mixed Crop and
Livestock Farm
Workers / Assistants
1224
Mixed Crop and
Livestock Farm
Production Managers /
Foremen
841908
Market
Gardener
3115
Agricultural
Produce Analysts
1214
Mixed Crop and
Livestock Farmers
and Farm Managers
3113
Agricultural, Forestry
and Primary Products
Inspectors
3111
Agricultural
and Forestry
Technicians
233902
Agricultural
Engineer
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Logic of qualification development
Current
► Multiple qualifications for 1
occupation
► Specialisations reflected as
“electives”
► Small differences in context =
new qualification
Future
► Single qualification for each
occupation
► Specialisations reflected as
“Specialisation” or as
additional Nat Skills Certificate
► Driven by finding
commonalities
 differences as
specialisations/contexts
► Accreditation per unit std
► Exit-level outcomes
► Accreditation or approval per
subject/module
► Occupational tasks
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Qualification development process
1. Occupational Profile
2. Development Pathway
3. Design of Learning Process
Curriculum
published on
NOPF
4. Qualification Assessment
Specifications
Published
on NOPF
5. Qualification & unit
standards
To SAQA
registered
on NLRD
Qualification
= all of this
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National Skills Certificate
Stand alone certificates
Elementary occupation
General task performed by several
occupations
QCTO
e
ertificat
N
kills C
ational S
Mulsing
Licensed tasks
QCTO
Nationa
ertificate
l Skills C
Mulsing
Specialisation
QCTO
Nationa
ertificate
l Skills C
Mulsing
Licensing
QCTO
Nationa
ertifica
l Skills C
te
Mulsing
Supervisor
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Qualification development process
► Initiated by
 Scarce skill list
 Qualification review date
 Demand from an industry or sector
► Preceded by research
 Main players
● Demand side: employers, sectors,
● Professional bodies, occupational associations, institutes, industry
associations
● Providers
► Managed by
 Professional body, occupational association, industry body, SETA
► Done by
 Registered qualification development facilitator
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The Purpose of the Curriculum in the OQF
► Is to simplify and strengthen the development and implementation of the
qualification
► Specifies the inputs required in relation to the occupational profile
► Used as the basis for accreditation of providers
► Provides guidance to the various role players on:







Access requirements
Linkages to other related occupations
Articulation with other learning pathways such as vocational qualifications obtained in
education institutions
Content (scope and depth)
Learning activities
Development of learning materials and lesson plans
Assessment requirements
► Allows some flexibility


leaves space for contextualisation and specialisation
provides opportunities for provider initiative and development of best practice
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Registration of regulated learning programmes
►Still being finalised
►Apprenticeships are learnerships for trades
►Learnerships for
 Occupational awards
 Substantial Skills Certificates
►Skills programmes will not be regulated
 No employment contracts required
 Will however have to be linked to curriculum components
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Curriculum & assessment specifications determine
requirements for the following processes
General
knowledge &
theory
General
practical
skills
Specialised
practical
skills
Specialised
knowledge &
theory
Provision meets
requirements
Work
experience
Accreditation or
approval
Internal
summative
assessment
Statements
of results
Qualification
certificated
External
assessment
Ability to integrate curriculum components to perform
occupational tasks, solve problems, etc based on assessment
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Quality Assurance
Data analysis
Practice-driven
Relevant
Credible
Qualifications
Design
Assessment
QCTO
Consistent
Responsive
Occupational
competence
Light touch
Self-evaluation
General
knowledge &
theory
Respond to problems
Quality
Monitoring
General
practical
skills
Specialised
practical
skills
Specialised
knowledge &
theory
Work
experience
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Impact assessment
►Qualitative
 Are the skills appropriate and relevant?
 Are assessments credible?
 Is employability enhanced?
 Is productivity and quality of work enhanced?
►Quantitative
 Is the process delivering the right no.s of people?
 Is demand and supply starting to balance?
►Change in role of SETAs
 From ETQA – to “real” quality assurance
● quality monitoring
● programme evaluation research, including impact
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Implementation
►New qualifications
►Qualifications requiring revision
 But only if on OFO
►Newly registered unit standards/whole qualifications
 Use the process to develop curriculum and qualification
assessment specifications
 Warning: reverse engineering doesn’t work
►Process for agreeing transitional arrangements with
SAQA has started
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Conclusion
►Tighter link between labour market needs,
 qualification development, guidance to providers &
workplaces, structured assessment processes
►Highly structured processes
 Consistency across sectors, occupations
 For first time includes work experience as explicit
component
►Flexibility in application
 Fit-for-purpose
 Adjust for levels, types of occupation
►Involves the users far more
 professionals, employers
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