Transcript Preparing for the QCTO

Preparing for the QCTO
AgriSETA Road Show - 2010
QCTO Project Manager
Herman van Deventer
E-MAIL: [email protected]
Focus during 2009: Development Quality
Partner Role
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Refinement of the Occupational Curriculum
Development Process
Agreement with the QCTO Support Team on:
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Occupational curriculum document format
Occupational curriculum document content
Data capturing system
18 Occupational Curricula are at various
stages of development
Current Scope of Occupational Curriculum
Development Projects
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Livestock Farming
Horticulture
Processing Equipment Operators
Operational Process Controllers for a range
of industries
Regulatory occupations
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Red meat abattoirs related needs
Grain Grading
Grain Silo Fumigation
E-Based Occupational Curriculum
Verification System
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Key Focus for 2010
Broad constituent process
Draft Occupational Curricula will be made
available on the AgriSETA Web Site
Notice to subscribers to the AgriSETA
30 Calendar days to submit comments
Web based system
Target date – 15 March 2010
The Verification System
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Occupational Curricula will be available as a PDF download
Occupational Curriculum information guide will be available as a
PDF download
Requires participants to:
 Register personal and contact details
 Indicate Area of Expertise
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Technical/Operational
Training and Development
Human Resources
Social Interest Groups
Indicate Industry Expertise
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A list of industries (Beef Cattle Farming, Grain Silo Industry, Sugar
Processing, Cash Crop Farming, etc)
Can select more than one
The Verification System - Continue
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Verification step 1: General
Impression
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Step 2: Critical evaluation
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Sufficient and usable guide for
training
Yes / No
12 Criteria
Rate according to scale
Step 3: Detailed comments
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Raise concern on specific
curriculum components
Also require a proposed solution
Rate importance of the concern
1
Does not meet industry
requirements
3 Average
5 Meets industry requirements
0 Could not evaluate
1 Improve Quality, but not critical
3 Important – address at next review
5
Critical – must be addressed before
publication and implementation
Focus during 2010: Development Quality
Partner Role
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Extend capacity of Development Facilitators
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Eddie Pols
Anele Sololo
Dominicus Yotwana
Occupational Curriculum Development
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Complete current projects
Focus on further needs of Primary Agriculture
Focus on needs of Ornamental Horticulture
Regulatory occupations
Assessment Quality Partner Role
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External Integrated National Assessments are prescribed
for all future occupational qualifications derived from
occupational curricula
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One body per qualification to manage and coordinate all aspect of
the external assessment process
This involves:
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Learner and assessment data management
Development and management of external assessment instruments and
standards
Logistics of assessments
Registration of external assessors and moderators
Reporting of results to the QCTO
Development of Qualification Assessment Specifications
 Establishes an assessment framework
Development of assessment tasks and instruments
Will involve experts from industry in workshops
Delivery of Learning
Implications on delivery and internal
assessment of learning
Delivery Models
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Regulated Learning
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Learning programs established by a SETA:
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Learnership
Skills Programs
Apprenticeship
Internships
Delivered in terms of a contractual agreement
Knowledge Subjects and Practical Skills Modules delivered
by QCTO accredited training providers
Work experience modules delivered at a suitable workplace
National External Assessment required for certification by
the QCTO
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Foundational Certificate prescribed for all qualification at
NQF Levels 1 to 4 in addition to occupational qualification
requirements
Foundational Competence
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Ensure that learners have the appropriate level of communication
and mathematical literacy to cope with occupational learning
demands
Providers will be accredited for:
 Foundational Communication
 Foundational Mathematical Literacy
 Curricula developed and has been piloted
 Current formats in English but can be extended to other
languages
Curricula Level
 ABET Level 3 is regarded as Learning assumed to be in place
 Foundational curricula are more or less aligned to NQF level 1
Accreditation of providers with QCTO
External Assessment most likely to be managed by the
Independent Examination Board (IEB) as the AQP
 Learners issued with a Foundational Certificate
Delivery Models – Other Opportunities
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Delivery of Curriculum components by a QCTO
accredited provider
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Knowledge Subjects and Practical Skills Modules
Learners are issued by the Provider with:
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Agreement between providers and customers
Statement of results
Provider certificate
Short Courses
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Industry or workplace specific needs
Not a qualification need
No accreditation required
Delivery of Knowledge Subjects
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Knowledge Subject Specifications
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Body of knowledge
Resources selected and compiled in terms of the
context where the subject is presented
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Text books
Publications
Current material developed by providers
Internet resources
Delivery of Practical Skills Modules
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Meet requirements specified in the curriculum
component
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Simulations
Coaching in a work environment
Internal Assessment
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Assessment guidelines specified for Knowledge
subjects and Practical Skills Modules in the
Curriculum
Assessor requirements specified by industry
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Current assessment unit standard no longer a
prescribed requirement
No accreditation or registration of internal assessors
prescribed
Providers issue statement of results to Learners
Workplace Learning
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No workplace accreditation or registration is
prescribed
Range of experiences that learners must be
exposed to are provided in the Curriculum
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Various situations
Time
Various interactions
Record of work experience signed off by the
employer
Thank You