Transcript Quality Assurance

Quality Assurance
Moving from quality control to quality
assurance of learning
AgriSETA Conference
“What is Quality Learning?”
25 October 2007
DoL
CQ OFO
Flow of Information
OFO
SETAs
2
QCTO
Report
3
5
4
6
Economy
1
Enterprises
Workplaces
7
8
Curriculum
Qualification
&
OLS QUALITY
CYCLE
SAQA
Labour
Market
Impact
assessment
Society
NLRD
Assessment
Provider system
Approved
Programmes
&
Approved
Workplaces
Programmes:
Learnerships
Apprenticeships
Skills programmes
(Centres)
The Context
• Revised implementation of the National
Qualifications Framework (NQF)
– changes in the institutional landscape.
– various forms of learning
• Revised SAQA Act to establish
– 3 Qualifications and Quality Assurance Councils (QC)
• General and Further Education and Training Qualifications
• Higher Education Qualifications
• Trade and Occupational Qualifications
– Purpose of QCs is to:
• Streamline standards setting and quality assurance
• Reduce the number of bodies currently involved in these
processes
• Standards setting and quality assurance will now reside
under one roof.
• OCCUPATIONAL QUALIFICATIONS MODEL
• OCCUPATIONAL QUALIFICATIONS
FRAMEWORK
• QUALITY ASSURANCE FRAMEWORK
Definition of an occupational
qualification
• Represents the achievement of
– a planned combination of learning outcomes
– which is intended to provide qualifying
learners with the applied competence
– to practice an occupation and
– to provide a basis for further learning.
• Occupational qualifications, developed
under the auspices of QCTO,
– Contain three components
• Knowledge component
• Practical component
• Work experience component
Reconfiguring unit standards to
meet these needs
Current conception
of unit standards in
accordance with
NSB Regulations
Inclusive of:
Knowledge, Theory
Skills
Attitude, values
Contexts
Critical Outcomes
Essential
Embedded
Knowledge
Work experience unit
standards
(Including specialised &
contextually relevant
competencies)
Revised
conception for
occupational
qualifications:
Practical unit standards
(Including specialised &
contextually relevant
competencies)
Separate building
blocks, more
discretely defined
for the different
forms of learning
that COMBINE to
form applied
competence
Knowledge & theory
specifications
(Including specialised &
contextually relevant
knowledge)
Reconfiguring the qualification
Common / Core
Specialisation
Further
specialisation
Credits
Work
experience
standards
Min
20%
Practical
standards
Min
20%
Knowledge
specifications
Min
20%
GENERAL FITTER QUALIFICATION
All: Metal Fitters and
Machinists (3232)z
General Fitter
(323201)
Common / Core
Specialisation
Further
specialisation
Work
experience
standards
Chemical
Practical
standards
Manufact
Defence
Knowledge
specifications
Pump fitter
Plant mechanic
Armament fitter
Fitter-Mechanic
Fitter-Machinist
Mechanic (Diesel)
Reconfiguring qualification
progression
No Exit Level
Outcomes at NQF 3
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.
NQF 4
NQF 3
NQF 2
Common / Core
Specialisation
Further
specialisation
Common / Core
Specialisation
Further
specialisation
Common / Core
Specialisation
Further
specialisation
Boilermaker
322301
requires
completion of
all three NQF
levels
Boilermaker’s
assistant839101
OFO
NQF Skill
Level Level
10
A
D
V
A
N
C
E
D
2
5
PROFESSIONALS
1
7
MANAGERS
6
4
3
I
N
T
E
R
M
E
D
I
A
T
E
TECHNICIANS &
TRADES WORKERS
5
4
3
COMMUNITY &
PERSONAL SERVICE
WORKERS
4
5
CLERICAL &
ADMINISTRATIVE WORKERS
3
6
7
SALES WORKERS
MACHIENERY
OPERATORS &
DRIVERS
2
2
E
N
T
R
Y
1
1
8
LABOURERS AND ELEMENTARY W ORKERS
Major
Group
1st
Sub-major
Group
2nd
Minor
Group
3rd
Digit
3
Technicians and
Trades Workers
Digit
32
Automotive and Engineering
Technicians and Trades Workers
Digit
323
Mechanical Engineering
Trades Workers
Unit
Group
4th Digit
Occupation
5+6th Digits
3232
Metal Fitters and
Machinists
323201
Fitter (General)
Computer Numeric Control Setter
Diesel Mechanic
Fitter-Machinist
Fitter-Mechanic
Plant Mechanic
Maintenance Fitter
323204
Metal Machinist(First Class)
Aircraft Machinist
Automotive Machinist
Metal Machine Setter
Metal Turner
Milling Machinist
Radial Driller
Purpose of the OQF
• Structures qualifications which are
designed to address labour market
needs.
– labour market includes both the economy and
the social development sector.
• Provides for certification of:
– Occupational competence;
– Meaningful skills sets related to occupations
Characteristics of the OQF are based
on the principle that:
• Occupational competence requires
– Relevant general knowledge and theory
– General & occupationally relevant practical
skills
– Requisite work experience
• in addition to specialised and contextual theory
and knowledge
Knowledge & theory
• not only the knowledge of the practicalities
• also the disciplinary knowledge relevant to the
occupation
• connects OQF to the other QFs
The design process which has
different stages and takes place at
different levels
Occupational
learning needs
analysis
Interactive process
Community of
Expert Practitioners
Curriculum
development
Published
Curricula
Learnerships,
skills
programmes
Labour
market needs
Qualification,
unit standards
Registered
Qual, US
Programme
SETAs
development
Prof bodies
Providers
Learning
programme
development
Learning
material
development

Regulated programmes: apprenticeships, learnerships, skills programmes
Assessment
guide
development
QA of assessment of occupational
competence
• The QCTO will
–
–
•
•
accredit assessment centres
to conduct a final integrated assessment of occupational
competence
• Won’t apply to all occupational qualifications.
– assist in the development of banks of assessment items
• as an alternative mechanism for standardising assessment
practices nationally.
On-going assessment for credit accumulation will continue
– verification will be integrated into monitoring & evaluation of
learning programme delivery
Accredited centres must offer
– RPL assessments and RPL services
– May be ISOEs or workplaces
– QA of trade testing centres will be delegated to Indlela.
QA of learning programme implementation
• The QCTO will accredit providers in relation to:
– Ability to provide the theory/knowledge and practical skills
development components outlined in the curriculum
– If not accredited elsewhere – light touch institutional
accreditation
• Workplace approval
– ascertain ability of WP to provide work experience component
• SETA role is focus on
– monitoring the implementation of programmes in line with DoL
regulations
• Regulatory and QA functions of SETAs will be coordinated to
use resources more effectively
– Involve role players to maximise efficiency
Research, impact assessment, and
data analysis
• The QCTO will conduct
– research to monitor the effectiveness of
learning interventions in the context of the
larger occupational learning system.
– statistical analysis of learner data collected
• includes enrolment, completion and certification
rates, and will be analysed in terms of:
–
–
–
–
–
providers and workplaces
assessment centres
learners
learning programmes
qualifications.
Transitional arrangements
• The DoL will carry out preparatory work for the establishment
and functioning of the QCTO
• Existing arrangements will continue in the interim unless
special arrangements are agreed by all relevant stakeholders
• The DoL will negotiate with SAQA to establish parameters for
pilots
• The QA of OQF qualifications will be rolled out on a pilot basis
from 2007
• The DoL will clarify the quality assurance roles which the
QCTO proposes to delegate to SETAs and other QA agents
• Once SETA QA functions are agreed the DoL will consider
such functions when renewing Service Level Agreements.
This will help to effect a gradual and well-planned transition.
• Target date for full establishment of QCTO: April 2009
Thank you.
Shaafig Fredericks
[email protected]
Tel: (012) 309 4500