Transcript QCTO - Services SETA

Project Scoping Meeting :
Curriculum Development Process
Supported by
AGENDA
1. Welcome
2.
3.
4.
5.
6.
7.
8.
9.
Attendance and introduction
Expectations
Presentation “Overview of the Occupational Curricula
Development Process”
Curriculum parameters
Constituency participation
Body to manage development process
Body to manage external assessment processes
Establishment of Working Groups and timeframes
Supported by
ITEM 3
OVERVIEW OF THE OCCUPATIONAL
CURRICULUM DEVELOPMENT PROCESS
Supported by
WHAT IS THE FOCUS OF NEW
LEGISLATION ?
►Ensuring fit for purpose qualifications for the Labour
Market
►Emphasis on:
 Labour Market
needs - both employers and trade unions
need competent, employable workers (people in
occupations) to grow business and the economy
 SETAs must collect information on Labour Market needs in
terms of occupations – what is needed?
 QCTO must ensure that there are fit for purpose
occupational qualifications to respond to the labour market
needs
Supported by
4
FIT FOR PURPOSE QUALIFICATIONS
► Occupational qualifications will reflect industry needs
► Discussions related to skills development often founder because there are
three distinct skills development discourses:
► Education
 Qualified in
►Labour market
 Qualified to
● Some sort of knowledge
domain (field of learning)
● Do something useful for the
economy & society
(occupation, specialisation)
► Praxis (Community of Practice)
 Qualified as
Psst
● Belonging to the guild of
practitioners
Your ultimate qualification is your CV
• It is the measure of what you
– have achieved
– are capable of
– and what communities you have belonged to
Supported by
SCOPE OF OCCUPATIONAL
QUALIFICATIONS
General
practical
skills
Specialised Specialised
practical knowledge
skills
& theory
Work
experience
All forms of learning
General
qualifications
“Stage 2” learning
Vocational & Occupational
directed qualifications
RPL Process
Work related learning
Other QCs
QCTO & Quality Partners
Industry defined criteria
Integrated summative
external assessment of
competence
General knowledge &
theory
Certification
Designation
by
Professional
Body
(representative)
Supported by
6
INDUSTRY INPUTS
►Entire system developed for industry and must be
driven by industry
►Industry inputs are required and essential at various
levels and stages:
 Communicating
skills needs (in terms of occupations
and using the OFO) to SETAs
 Ensuring that training is designed to address industry
requirements in terms of the occupations by participating
in curriculum development
 Ensuring that relevant competencies are being assessed
by participating in the development of external
assessment specifications
Supported by
7
WHAT IS NEW IN THE SYSTEM ?
►Type of qualification – focus on occupations
(Occupations includes trades and professions)
►Occupational curriculum – focus on coherent
provision and internal assessment
►External assessment – focus on occupational
competence


Nationally Standardised
Integrated
Supported by
8
WHY DO WE NEED OCCUPATIONAL
CURRICULA?
► First and foremost - to ensure that training is designed to
address industry requirements in terms of the relevant
occupations
► Inputs required from industry experts to ensure this includes:
 Specifying what the occupational profile should look like. Only
industry experts can identify the tasks to be performed by
people in these occupations

● Tasks are broken down into
» Products or services to be delivered – knowledge required
» Occupational responsibility – practical skills required
» Context where tasks will be performed – range of work
experience required
Identifying organisations that are best situated to manage the
development phase
Supported by
9
OCCUPATIONAL QUALIFICATIONS / CURRICULA
► Occupational Qualifications will be linked to and derived from
Occupational Curricula
► Occupational Curricula development require:



A formal application from industry to initiate process
Process managed by Development Partners identified by industry
Input obtained from practitioners (experts) based on demand, not supply
► Characteristics of occupational curricula –
 Not educational model
 Will cover the following:
•
•
•
•
•
•
•
Occupational Profile based on Occupational Tasks
Learning process design (Knowledge, Practical skills & Work Experience)
Scope of coverage of curriculum
Exemptions
Internal assessment guidelines per component
Skills Development Provider accreditation requirements per component
Workplace requirements
Supported by
10
WHY DO WE NEED EXTERNAL
ASSESSMENT
► First and foremost – to ensure that relevant competencies are
being assessed and that certification is credible
► Inputs required from industry experts to ensure this include:



Specifying the minimum requirements that determine competency
to perform the occupation
Specifying what the assessment strategy should be:
• At what points should external assessment take place?
• What are the tasks and or specialisations that could be
considered for independent assessment ?
• What is the overall assessment process (Model)?
Identifying organisations/bodies that are best situated to
implement the assessment strategy and manage the assessment
processes
Supported by
11
QCTO Occupational Curriculum Development
ACTIVITY
QCTO
RESPONSIBILITY
Compile.
8
Development Facilitator.
Manage
process.
7
Assessment Quality Partner.
Consolidate
and verify.
6
Constituency Group.
Facilitate Work
Groups.
5
CEP and Education Work
Groups.
Consolidate
and verify.
4
Constituency
Group.
Facilitate Work
Group.
3
Scoping
meeting.
2
Constituency
Group.
Receive and
process
application.
1
QCTO.
CEP Work Group.
DELIVERABLES:
Curriculum
Scope
A
Occupational
Profile
Learning Process
Design
B
C
Curriculum
Document
D
Qualifications
Assessment
Specification
Supported by
E
Qualification
Description
& standards
F
A
Curriculum Scope
Occupational Task
Products/Services
Occupational
Responsibility
Occupational
Context
F
C
Occupational Profile
Learning Process
Design
Occupational
Qualification
Knowledge
- Topics
Practical Skills
- CCFOs
- Task skills
- Role/job skills
Work Experience
Contextual variables
Workplace
Knowledge
Knowledge topics into
subjects at each NQF level
Subject Specification
Disciplinary, Practice,
Generic
E
Knowledge and
Theory
Standard
Integrated Final External
Assessment Specification
Modules per occupational
/ developmental task
Occupational Task
Occupational Profile
B
Occupational Curriculum 0verall Process map
D
Products/Services
Knowledge
Occupational
Responsibility
Practical Skills
Occupational
Context
Practical Skills Module
Specification
Given X do Y in order to Z
Work Experience
Work Experience
Module Specification
Workplace
Knowledge
Range, Settings,
Circumstances, Interfaces
Curriculum Document
Practical Skills
Standard
Work
Experience
Standard
Supported by
ITEM 5
CURRICULUM PARAMETERS
Supported by
14
WHERE ARE YOU IN THE PROCESS ?
► Request has been received to develop a curriculum /
qualification for:
► Goods Receiving Quality Controller
► Quality Assurance / System Auditor
► QCTO Feedback Documents
Supported by
15
DISCUSSION AND AGREEMENT (not
required for today) ON CURRICULUM
SCOPE
Supported by
16
ITEM 6
CONFIRM CONSTITUENCY PARTICIPATION
►Are all the parties with an interest in these
occupations involved/present ?
 Professional bodies
 Major employers
 Unions
 Industry bodies
 Statutory bodies
 International bodies….
Supported by
17
ITEM 7
BODY TO MANAGE DEVELOPMENT
PROCESS
Supported by
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DEVELOPMENT MANAGEMENT
FUNCTIONS
►Responsibilities include:



Convene working groups
Manage verification process
Fund development process
●
●
Venues
Registered facilitator
►This means





Compile a database of relevant expert practitioners
(CEP)
Manage working group identification process
Provide admin support to working groups
Distribute outputs for comment at required stages
Collect comments and submit to facilitator
Supported by
19
DISCUSSION ON:
 VERIFICATION PROCESS
 BODY TO MANAGE DEVELOPMENT
PROCESS
Supported by
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SETA’s Possible Contribution
Labour Market
Employers
Labour Unions
Consumers/ Clients
Practitioners in the
occupation
Education and Training
Institutions and Providers
SETAs
SGBs & ETQAs
Community of Expert Practice
Development Quality Partner
International
Bodies
Assessment Quality
Partner
Representative
Bodies
Management Committee
Working group 3
Working group 1
Assessment Guidelines
Competence Profile
Practitioners
Working group 2
Learning Process
Design
Quality Assessment
Practitioners
ETD Practitioners
Occupational
Qualification
Supported by
ITEM 8
BODY TO MANAGE ASSESSMENT
PROCESSES
Supported by
22
EXTERNAL ASSESSMENT MANAGEMENT
FUNCTIONS
► Responsibilities include:



Provide input to develop assessment strategy
Fund development and management of nationally standardised
assessment instruments
Manage assessment processes
► This means







Develop exemplars
Specify requirements for accreditation of assessment centres where
required
Recommend assessment centres / sites for accreditation where
required
Register assessors, moderators and invigilators
Report on assessment results
Analyse assessment results in terms of the quality
Manage logistics for external assessments
Supported by
23
DISCUSSION
Supported by
24
ITEM 9
ESTABLISHMENT OF WORKING GROUPS
AND TIMELINES
Supported by
25
NEXT STEPS
►Community of Expert Practice scope
►Agreement on Occupations to be developed
►Identification of:
 Qualification Development Partner (Require SLA)
 Practitioners to assist with the occupational profile
 Occupational trainers to assist with practical skills
 Providers to assist with knowledge and theory
►Agree on date of first working group meeting
(occupational profile – 2 days)
►Agree broad timeframes
Supported by
26
THANK YOU !!
Supported by
27
OCCUPATIONAL QUALIFICATIONS SUB-FRAMEWORK
Doctoral Degree
Level 10
Masters Degree
Level 9
Level 7
Diploma
Advanced Certificate
Level 6
Higher Certificate
Adult National
Senior
Certificate
Units of
learning to be
accumulated
General Education &
Training Certificate
(Grade 9)
Adult National
Senior
Certificate
National Certificate
(Vocational) 4
National Certificate
(Vocational) 3
National Certificate
(Vocational) 2
Level 5
UMALUSI
National Senior
Certificate (Grade 12)
Incl. subject / unit certificates
AdvancedNational
National
Advanced
Certificate
Certificate
(Vocational) 5
(Vocational)
National
Skills
Certificates
National
Occupational
Awards
NOPF
Bachelor Degree
Advanced Diploma
Occupational. Assessment specifications
Level 8
QCTO
CHE
Master Postgraduate Diploma
Professional Qualifications Degree
Occcupational
curricula
NQF
Level 4
Level 3
F
L
Level 2
C
Level 1
Supported by
28
INTERVENTION THEORY AND RESULT
CHAIN UNDERPINS SYSTEM OPERATIONS
 If we clearly identify Labour Market skills needs then we can





embark on a process to develop relevant qualifications
(demand and not supply driven)
If we use industry (expert practitioners) to identify
occupational requirements (curricula) to be addressed in the
qualifications and qualification assessment specifications
then they will know that the products are relevant
If industry is aware of the relevance of the products then they
will participate in training
If the quality of provision is controlled through ensuring
consistent and complete provision (accreditation of
providers) then learners should be competent
If the quality of assessment of competence is controlled
through ensuring consistent and complete assessments
(accreditation and moderation of assessment centers/
sites) then QCTO certification will be valued by industry
If certification is valued by industry then graduates will find
employment
Industry
participation
Learner enrollment
Learner pass rate
Increase in employment or business
opportunities of
graduates
Supported by
29
QCTO MODEL FOR QUALITY MANAGEMENT
Quality Improvement through
MONITORING AND EVALUATION
• of development and design processes
• of implementation of learning programs
• data analysis and impact assessment
Quality Assurance of development
and design of CURRICULA
By applying nationally standardised
processes and systems
• Occupational Curricula
• Foundational Learning Competence
• Occupational Qualifications & US
QUALITY
PARTNERS
Quality Assurance of development and
design of ASSESSMENT PROCESSES
By applying nationally standardised
processes and systems
• Qualification Assessment Specifications
(QAS)
• Nationally standardised assessment
instruments
Quality Control of PROVISION,
IMPLEMENTATION and CERTIFICATION
• Accreditation of Skills Development Providers
(requirements specified in curriculum )
• Implementation of assessment strategies
(requirements specified in QAS)
• Establishing a secure certification system
Supported by
30
BACKGROUND – NQF REVIEW
► 2001: Study Team to assess and review the implementation
of the NQF in order to improve its efficacy and efficiency
► May 2002: Study Team recommendations
 Public comment
► July 2003: Inter-ministerial Consultative Document
 10 Levels for NQF
 Qualifications fit for relevant purpose
 Disestablishment of NSBs
 Limited number of ETQAs
 QA to focus on integrated partnership approach to quality
 SAQA an Apex organisation
► 2004: Public comment on Consultative Document
► October 2007: Joint Policy Statement released
Supported by
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JOINT POLICY STATEMENT
► Retains original objectives of the NQF,
► Retains the principle of an integrated approach to education
and training, but
 recognising the importance of providing for the different
forms of learning
► Stipulates changes in the organisational structure to :
 Enhance simplicity, clarity, flexibility and trust as the
hallmarks of successful NQF implementation
 Bring quality assurance and standard setting under one
roof
► Revised architecture to achieve above leads to:
 The establishment of three Quality Councils
● icluding the QC for Trades and Occupation
Supported by
32
REVISED AND NEW LEGISLATION
►New NQF Act, 2008 to replace SAQA Act
 One NQF, 3 sub-frameworks
 Provides for QCs responsible for each sub-framework
● Includes both qualification design and quality assurance
►Amended:
 Higher Education Act
 General and Further Education & Training Act
 Skills Development Act, 2008
Supported by
33
SKILLS DEVELOPMENT ACT, 2008 (AMENDED)
► Establishes an integrated framework for skill development
based on occupations - Organising Framework for Occupations
(OFO) forms basis for:
 Identification of Scarce and Critical skills by SETAs – feeds into
● Employment Services South Africa (ESSA) system
» Linking job-seekers to job opportunities
» National scarce skills list
 Ensuring fit for purpose occupational qualifications
● Establishment of QCTO as juristic person
» Own sub-framework for trades and occupations (one of three subframeworks within NQF)
» Responsible for development and quality assurance of Occupational
Qualifications - through Quality Partners
 Addressing skills needs:
● Registration of Learning Programs (Learnerships, Apprenticeships & Skills
Programs)
Supported by
34
QCTO Development Processes and Responsibilities
Acknowledge receipt
and forward to Qual
Cluster Manager
Compile application
feedback document
Confirm application detail on
QCTO database
· Occupational code & field
· Occupational progression
· Learnerships, apprenticeships & related quals
· Stakeholders (professional
bodies, SETAs & SGBs)
Develop draft proposal on
curriculum & qual scope if
possible
Identify areas for clarification
QCTO
Snr Manager Qual
Design receives
application via e-mail
CEP with Curr Dev Facilitator
Qualification Development
Partner
Industry (Constituency)
Prepare & submit
application to QCTO
Industry represented by
constituent segment, SETA ,
assosiation or professional body
identify need for development of
occupational curriculum /
qualification
Mandate through SLA
· Appoint and fund development facilitator
· Set up CEP & stakeholders database
· Manage the conveyance of Working
Groups establishment process
· Provide administrative support to Working
Groups
· Manage validation processes by CEP &
stakeholders
· Conduct review process
Develop
occupational
profile
Pre-scoping
clarification
meeting with
applicant
Request pre-scoping
clarification meeting with
applicant and relevant
people from industry to
plan for scoping meeting
Register Development
Facilitator on NOPF at
end of process
Brief registered
Development
Facilitator
If not registered,
appoint a Mentor to
train and mentor
Development
Facilitator
Identify possible
development facilitator
(registered or to be trained)
Clarify role i.t.o arranging
scoping meeting
· Funding
· Additional stakeholders
· Possibility of being
Development Quality
Partner
Finalise proposal,
compile agenda and
information pack for
scoping meeting
Invite identified
stakeholders to scoping
meeting
Develop
learning
process design
Circulate
occupational
profile for
validation
Project
Scoping
Meeting
Convene WG
comprising
practitioners and
educators
Circulate
occupational
curriculum for
validation
Practitioners and occupational
trainers develop practical skills
and work experience modules
Providers develop knowledge
curriculum component
Occupational
curriculum
Submit Occupational
Qualifications to SAQA
Register Occupational Curriculum
and Qualifications Assessment
Specification on NOPF
Appoint Assessment
Quality Partner &
sign SLA
Appoint Qualifications
Development Partner
& sign SLA
If changes are required to the
OFO complete application form
Confirm curriculum
parametres
Nominate Qualifications
Development Partner
Agree on development
facilitator
Nominate Assessment
Quality Partner
Appoint Development Facilitator to
guide and direct Working Groups
Convene WG
comprising
practitioners
Submit request for
changes to OFO to DoL
Convene WG to
develop
assessment
specifications
Develop
assessment
specifications
Compile & submit development
process report including
occupational curricula, qualification
assessment specifications and
occupational qualifications
System generates
occupational
qualifications
Supported by
35
BENEFITS OF THE OFO – QCTO:
Basis of NOPF
►The National Occupational Pathway
Framework (NOPF) provides an
initial mapping of occupational
progression to –
2336
Mining Engineers
and Technologists
312903
Mine Deputy
 ensure vertical progression
 direct the scope of Communities of
Expert Practices (CEPs) to:
• ensure vertical progression
 clarify role players for CEP processes
7122
Drillers, Miners
and Shot Firers
821904
Mining Support
Worker
Supported by
821902
Driller’s
Assistant
36
NQF
Level
OFO Skill Level and
experience
Mining Engineers and
Technologists 2
10
5 Yrs exp might
substitute for some
formal qualification
5
PROFESSIONALS
1
7
MANAGERS
6
3 Yrs exp might
substitute for some
formal qualification
Mining
Technicians
4
3
TECHNICIANS &
TRADES WORKERS
5
4
3 Yrs exp might
substitute for some
formal qualification
4
3
COMMUNITY &
PERSONAL SERVICE
WORKERS
5
CLERICAL &
ADMINISTRATIVE WORKERS
3
2
1
1 Yrs exp might
substitute for some
formal qualification
2
On the job training
might be sufficient
1
6
7
SALES WORKERS
MACHIENERY
OPERATORS &
DRIVERS
8
LABOURERS AND ELEMENTARY WORKERS
Mining
support
worker
Supported by
Drillers,
Miners
and Shot
Firers