quality council for trades &...

Supported bySupported by

Quality Council for Trades &

Occupations

Curriculum model and development

process

Supported bySupported by 2FETI Conference 2009-08-25

Quality Management

General knowledge &

theory

Work experience

Specialisedpractical

skills

General practical

skills

Specialisedknowledge &

theory

QCTO AssessmentQualifications

Design

Practice-driven

Relevant

Responsive

Credible

Consistent

Occupational

competence

Data analysis

Quality

Monitoring

Light touch

Self-evaluation

Respond to problems

Quality

Improvement cycle


Eco

no

my

Demand Driven Occupational Learning System

NOPF

QCTO

Impact

assessment

So

cie

tyDoL

ESSA Report

Reflect Industry

Needs

SETAs

External

Assessment

Labour

Market

&

Qualification

Assessment

SpecificationsOccupational

QualificationsCurriculum

Develop

Provider System

Accredited

Providers

ApprovedWorkplaces&

NLRD

SAQA

OFO

12

3

4

5

8

7

6

SETAs

Register & Promote

Learning Programmes

•Learnerships

•Apprenticeships

•Skills Programmes


Skills Development Discourses

Skills – education

►What is taught,

instructed, imparted

The rules, principles,

concepts, theories,

techniques

The “should”

The certificate, diploma, the

credits…

The inputs

Skills – training

►What you learn to do

Judgments, anticipation,

decisions-in-motion,

“maximum grip”

The “is”

The title

● japaner, jeweller, joiner

The outcome

4FETI Conference 2009-08-25

Skills – praxis

►What you are Your practices, identity, meaning, purpose, the

community to which you belong


► Education: Qualified in

A knowledge domain…

● Music, sociology, engineering

► Labour market: Qualified to

Do something useful for the

economy & society

● Musician, sociologist, engineer

Qualifications related to different discourses

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

Psst

► Praxis

Qualified as belonging to ● The guild of practitioners



NQF

Advanced National

Certificate

(Vocational)

National

Skills

Certificates

National

Occupa-

tional

Awards

Doctoral Degree

Masters Degree

Master Postgraduate Diploma

Professional Qualifications Degree

Bachelor Degree

Advanced Diploma

Diploma

Advanced Certificate

Higher Certificate

Incl. s

ub

ject / u

nit c

ertific

ate

sNational Senior

Certificate (Grade 12)

General Education &

Training Certificate

(Grade 9)

Advanced National

Certificate

(Vocational) 5

Adult National

Senior

Certificate

Adult National

Senior

Certificate

Units of

learning to be

accumulated

National Certificate

(Vocational) 4


(Vocational) 3


(Vocational) 2

QC

TO

Level 1

Level 3

Level 2

Level 4

Level 6

Level 5

Level 7

Level 9

Level 8

Level 10

CH

EU

MA

LU

SI

Occupational Qualifications Sub-framework

F

L

C

Occcu

pation

al

cu

rric

ula

Occu

pa

tio

nal. A

sse

ss-

me

nt sp

ecific

atio

ns

NO

PF


SCOPE OF OCCUPATIONAL

QUALIFICATIONS

General knowledge & theory

Specialised practical

skills

General practical

skills

Specialised knowledge

& theory

Other QCs QCTO & Quality Partners

All forms of learning

General

qualifications“Stage 2” learning

Work related learningVocational & Occupational

directed qualifications

Work experience

Inte

gra

ted s

um

mative

exte

rnal a

ssessm

ent o

f

com

pete

nce

Certification


Articulation with HEQF and GFETQF

► Occupational qualifications may stand alone or complement other qualifications

► Qualifications from other sub-frameworks may:►Be specified as an entry requirement to an occupational

qualification

►Be listed as equivalent to specified components of an occupational qualification, providing learners with exemption from these components

► Professional bodies and industry associations may:►Work with one or more QCs depending on the purpose,

scope and design of the qualification in question; and

►Seek registration by SAQA to register professional designations on the NQF



TYPES OF OCCUPATIONAL QUALIFICATION

Two types of occupational qualification nomenclature still under discussion

►National Occupational Award certifies competence to practice an occupation listed on the

Organising Framework for Occupations

►National Skills Certificate certifies competence to practice a specialisation

related to an occupation or group of related occupations

►Credit values vary according to the needs of the occupation or specialisation

►Rules of combination allow for fitness-for-purpose



Organising Framework for Occupations

►Skills-based coded classification system

►Purpose to capture scarce and critical skills

►Skills at two levels

Level 1

● Jobs, specialisations clustered into occupations

● Occupations grouped into related categories

Level 2

● Occupational details in Descriptors and Tasks/skills

● Based on similarity tasks or skills

» Tasks/skills only described at first level of

occupational group = unit group


Supported bySupported by 11

Occupational qualifications qualify a person

to do something 132201 Finance Manager (5)

132301 Personnel / Human Resource Manager (5)

139906 Quality Assurance Manager (5)

149301 Event Manager (5)

149501 Bank Manager (5)

221201 Company Secretary (5)

224601 Librarian (5)

231101 Aeroplane Pilot (5)

231102 Air Traffic Controller (5)

231202 Ship’s Engineer (5)

231203 Ship’s Master (5)

231904 Airworthiness Surveyor (5)

232202 Surveyor (5)

251101 Dietician (5)

251401 Optometrist (5)

251503 Retail Pharmacist (5)

272403 Translator (5)

272501 Social Worker (5)

312103 Building Inspector (4)

312601 Safety Inspector (4)

312908 Aircraft Maintenance Engineer (Avionics) (4)

314203 Nuclear Power Plant Process Technician (4)

351101 Baker (3)

351301 Chef (4)

394101 Cabinetmaker (3)

399203 Power Generation Plant Controller (3)

342202 Cable Jointer (3)

399908 Demolition Technician (3)

411201 Dental Hygienist (4)

441202 Fire Fighter (3)

451303 Embalmer (3)

451902 Sex Worker (1)

452209 Diving Operator (2)

452301 Diving Instructor (Open Water) (3)

551201 Bookkeeper (2)

552111 Teller (2)

599501 Customs Officer (2)

599513 Weights and Measures Inspector (2)

599602 Insurance Loss Adjuster (3)

712101 Crane, Hoist or Lift Operator (2)

712102 Winding Engine Driver (2)

731103 Emergency Vehicle Drivers (2)

731201 Bus Driver (2)

731301 Train Driver (2)

841902 Pest or Weed Controller (2)FETI Conference 2009-08-25


2233 - Training and Development

Professionals (Skill Level 5)

► TRAINING AND DEVELOPMENT PROFESSIONALS plan, develop, implement and

evaluate training and development programs to ensure management and staff acquire the

skills and develop the competencies required by organisations to meet organisational

objectives.

► Tasks:

Identifying training needs and requirements of individuals and organisations

Setting human resource development objectives and evaluating learning outcomes

Preparing and developing instructional training material and aids such as handbooks, visual aids,

online tutorials, demonstration models, and supporting training reference documentation

Designing, coordinating, scheduling and conducting training and development programs that can

be delivered in the form of individual or group instruction, and facilitating workshops, meetings,

demonstrations and conferences

Liaising with external training providers to arrange delivery of specific training and development

programs…

Advising management on the development and placement of staff and providing career

counselling for employees

► Occupations 223301 - Training and Development Professional (Skill Level 5)

223302 - Occupational Instructor / Trainer (Skill Level 5)

223303 - Assessment Practitioner (Skill Level 5)


http://nopf.co.za/new2/view_occupation.php?ofo_num=223301&search_str=


2414 - Further Education and Training Teachers

and Lecturers (Grade 4 - 9) (Skill Level 5)

► FURTHER EDUCATION AND TRAINING TEACHERS AND LECTURERS teach one or more subjects

(theoretical and or practical component) within a prescribed curriculum to Further Education and Training

students and promote students social, emotional, intellectual and physical development.

► Tasks:

Developing students interests, abilities and coordination by way of creative activities

Discussing individual progress and problems with students and parents, and seeking advice from Student Counsellors

and senior teachers

Guiding discussions and supervising work in class

Liaising with parent, community and business groups

Maintaining class and scholastic records

Maintaining discipline in classrooms, workshops and other school areas

Participating in staff meetings, educational conferences and workshops

Performing extra-curricular tasks such as assisting with sport, school concerts, excursions and special interest

programs

Preparing, administering and marking or evaluating tests, projects and assignments to evaluate students progress

and recording the results

Presenting prescribed curriculum using a range of teaching and training techniques and materials

► Occupations that might be relevant:

241401 - Accounting Teacher (Grades 10 - 12) (Skill Level 5)

241402 - Agricultural Management Practices Teacher (Grades 10 - 12) (Skill Level 5)

241403 - Agricultural Sciences Teacher (Grades 10 - 12) (Skill Level 5)

241404 - Agricultural Technology…

241429 - Visual Arts Teacher (Grades 10 - 12) (Skill Level 5)



Field

National Occupational Pathway Framework –Human Resources Related Occupations


Cluster

Family


NOPF – Teaching related occupations



PROPOSED QUALIFICATION PROGRESSION

16

899904

Electrical or

Telecommunications

Trades Assistant

341101

Electrician (General)

341102

Electrician (Special Class)

341103

Lift Mechanic

133202

Engineering

Maintenance Manager

3123

Electrical Engineering

Draftspersons and

Technicians

2333

Electrical

Engineers and

TechnologistsNational Skills Certificates for :

Electrical Contractor (Construction?)

Armature Winder

Electrical Wireman

Electrician (Air-conditioning and

Refrigeration ??)

Note:

Further specialisations such

as Chemical, Underground

Coal etc to be dealt with in

learning programme in terms

of Workplace Experience

OCCUPATIONAL

AWARD


Utility of National Skills Certificates for

career development


341101

Electrician

(General)

3123

Electrical Engineering

Draftspersons &

Technicians

Foreman

Specialist

manager

223302

Occupational

Instructor

223301

Training &

development

professional

132302

Business

Training

Manager

241413

Electrical

Technology

Teacher

2491

Ed & Training

Advisors &

Reviewers

Wireman’s

license

Small

business

manager


OCCUPATIONAL QUALIFICATIONS

►Aim of Occupational Qualifications:

Qualify a person to practice the occupation

» NOT to qualify a person in a field of learning

►Qualifications are based on:

occupational curricula; and

Qualification Assessment Specifications for external assessment; and

Assessable learning outcomes presented to SAQA for registration on

the NQF

● occupational qualifications

● three kinds of occupational unit standards.

►Development based on demand, not supply

►External assessment is costly



Articulation with HEQF and GFETQF


► Occupational qualifications may stand alone or complement other qualifications

► Qualifications from other sub-frameworks may be:► specified as an entry requirement to an occupational

qualification

► listed as equivalent to specified components of an occupational qualification, providing learners with exemption from these components

► Professional bodies and industry associations may:► Work with one or more QCs depending on the purpose,

scope and design of the qualification in question; and

► Seek registration by SAQA to register professional designations on the NQF

Supported bySupported by 20FETI Conference 2009-08-25 20

Practical

standards

Work

experience

standards

Knowledge

standards

Common / CoreOccupational

Specialisations

Electrician

General (341101)All: Electricians (3411)

Wireman

Air-conditioning and Refrigeration

Construction Specialisations =

Additional Skills

Certificate

Min

20%

Min

20%

Min

20%

Rules of

combination

PROPOSED CURRICULUM / QUALIFICATIONS

OUTLINE FOR DISCUSSION

Contextualisation

Contextual

specialisations

in workplace

Learning

Programmes


Curriculum Development Process

► Application from industry

► Clarification of application

► Curriculum scoping meeting

►Development quality partner

Registered facilitator

Working groups

Approval by Community of Expert Practice

Capturing on e-system

►Assessment quality partner● Qualification Development Specifications

● Exemplars

► Conversion of curriculum into qualification and unit standard

documents for submission to SAQA



Curriculum development: Starting point are

the Occupational tasks

Occupational

Responsibility

Product or

Service

Workplace

context

KnowledgeTopic

Topic

Topic

Skills

Critical x-field

outcomes• Problems

• Teams

• Plans…

Work

experience• Settings

• Interfaces

• Range / scope

Subjects

Disciplinary

Practice

Generic

practices

Modules

Given X, do Y to Z

standard

Modules• Settings, interfaces,

circumstances

• Specialised

knowledge

Knowledge

standards

Practical

standards

Work

experience

standards

Occupational profile Learning

process designQualifications and

part qualifications


Levels Typical activities Role Workplace Focus Time

10 Envisioning future scenarios Visionary leadership Future shape of organisation,

industry, profession

10-15 years

9 Set and implement strategies Leading and directing The 'business landscape' or

profession

5-10 years

8 Manage or design systems Resource management Policy, resource allocation 3-5 years

7 Manage or design processes Changed practices New technology, systems 1-3 years

6 Develop and implement

changes

Optimisation Improvements 3mth -1yr

5 Maintain efficiencies Stability and consistency Systems 1wk-3mth

4 Setup processes and solve

process problems

Process management Process data 1wk-3mth

3 Adjust, maintain and oversee Procedures Productivity 1wk

►

►

►

►

►

►

►

►

►

►

►

►

2 Monitor, support Operations Machinery 1 day

1 Perform elementary tasks Task Machines, tools 1 day

+

Guidelines for level descriptors, tasks determine

level

Supported bySupported by 28FETI Conference 2009-08-25 28

CE

P w

ith

Cu

rr D

ev F

acili

tato

rQ

ual

ific

atio

n D

evel

op

men

t

Par

tner

Ind

ust

ry (

Co

nst

itu

ency

)Q

CT

O

If not registered,

appoint a Mentor to

train and mentor

Development

Facilitator

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

learning

process design

Brief registered

Development

Facilitator

Circulate

occupational

curriculum for

validation

Project

Scoping

Meeting

Prepare & submit

application to QCTO

Develop

assessment

specificationsProviders develop knowledge

curriculum component

System generates

occupational

qualifications

Industry represented by

constituent segment, SETA ,

assosiation or professional body

identify need for development of

occupational curriculum /

qualification

Circulate

occupational

profile for

validation

Compile & submit development

process report including

occupational curricula, qualification

assessment specifications and

occupational qualifications

Invite identified

stakeholders to scoping

meeting

Develop

occupational

profile

Appoint Development Facilitator to

guide and direct Working Groups

Register Development

Facilitator on NOPF at

end of process

Acknowledge receipt

and forward to Qual

Cluster Manager

Snr Manager Qual

Design receives

application via e-mailConfirm application detail on

QCTO database

· Occupational code & field

· Occupational progression

· Learnerships, apprentice-

ships & related quals

· Stakeholders (professional

bodies, SETAs & SGBs)

Identify areas for clarification

Pre-scoping

clarification

meeting with

applicant

Request pre-scoping

clarification meeting with

applicant and relevant

people from industry to

plan for scoping meeting

Appoint Qualifications

Development Partner

& sign SLA

Appoint Assessment

Quality Partner &

sign SLA

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

Register Occupational Curriculum

and Qualifications Assessment

Specification on NOPF

Develop draft proposal on

curriculum & qual scope if

possible

Finalise proposal,

compile agenda and

information pack for

scoping meeting

Confirm curriculum

parametres

Nominate Qualifications

Development Partner

Nominate Assessment

Quality Partner

Agree on development

facilitator

Submit Occupational

Qualifications to SAQA

Compile application

feedback document

Convene WG

comprising

practitioners

Convene WG

comprising

practitioners and

educators

Practitioners and occupational

trainers develop practical skills

and work experience modules

Occupational

curriculum

Convene WG to

develop

assessment

specifications

Submit request for

changes to OFO to DoL

If changes are required to the

OFO complete application form

QCTO Development Processes and Responsibilities


Final point

►FET not just about the pipeline

ie stream of learners exiting other education institutions

Also about other learners

► In analysis from 2004

Glass ceilings in work are created by theory thresholds

Progression requires engagement with formal knowledge domain

►QCTO aligns with education institutions

Reverse also needed

► Stop “qualification” thinking

Start thinking “part qualifications”, subjects, modules

Rebuild the “night school” paradigm

Provide employed with progression options



Resources

►Various documents on Dept of Labour website

Google:

● “Joint Policy Statement site:labour.gov.za”

● “QCTO site:labour.gov.za”

►OFO - www.nopf.co.za

►Some background papers

http://www.xasa.co.za/resources/papers.html

►Manje ngiyaqedile. Ngiybonga kakhulu


http://www.nopf.co.za/

http://www.xasa.co.za/resources/papers.html

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