satn conference 2010 - mrs adrienne bird
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Presentation to SATN 11 October 2010
New opportunities for old strategies : role for UoTs?
Presentation by
Adrienne Bird, Acting EO, QCTO to
3RD ANNUAL SATN CONFERENCE 201029 SEPTEMBER – 1 OCTOBER 2010
VAAL UNIVERSITY OF TECHNOLOGY, VANDERBIJLPARK, GAUTENG
Presentation to SATN 21 October 2010
Minister Nzimande’s call:
Agreement with President to deliver more intermediate & high level skills in needed areas
UoT focus: training technicians and technologists Progression pathways for artisans / improve the progression
pathways for all learners Partnerships work best when there are clear incentives for
each of the parties to participate Key challenges are adequate funding, skilled human
resources and improved R&D Improved industry links for lecturers and for WIL for learners
Presentation to SATN 31 October 2010
He also asked: What do we need to do differently? “We need to identify and remove blockages to the scarce
skills supply and find creative solutions to expand access and to develop institutional forms that can raise the base … and meet the demand for access … for economic inclusion.”
“We need to improve industry linkages to maximize work integrated learning and work placements …”
“Understanding that institutions have limited capacity to absorb more student, I urge UoTs to … strengthen relationship between FET college sector in order to facilitate articulation and progression in certificate and diploma programmes”
Presentation to SATN 41 October 2010 COSE 4
The ‘Parallel pathway’ logic
Currently our systems largely premised on ‘Parallel pathways’
Schools work - they develop the ability of learners The learners’ ability is evidenced by school-leaving scores The scores correctly group learners into ability groups The ability groups are then steered into ability-linked learning
pathways Top ability – university – degree Next rung down – university of technology – diploma Next down – college – certificate Below that – learn on the job (in formal or informal
economy) And there are few bridges across thereafter (not needed as
correctly sorted first time around!)
Presentation to SATN 51 October 2010 COSE 5
Once on a path, difficult to change: Why? Theory thresholds
Theory threshold
Theory component of ‘parallel pathways’ differs from the first year
Theory threshold
Depth of theory
Professional Para-professional TradeYr 3 Yr 2 Yr 1 Yr 3 Yr 2 Yr 1 Yr 3 Yr 2 Yr 1
Theory begins at more fundamental level,
practice postponed – permits more
‘abstract’, fundamental solutions
Learn basic theory that supports basic
techniques and procedures to solve familiar problems.
Learn different (shallower) theory
that leads to techniques and
procedures to solve known problems
Presentation to SATN 61 October 2010 6
HEQF is largely a parallel pathway framework:
HEQF Delivery Model Menu
Master
‘Prof’Bach480@L8
BachHons
Bach360@L7
AdvDip
Adv Cert120@L6
Higher Cert120@L5
Doctor
L5
L4
L6
L7
L8
L9
L10
PGDipl
Dip360 Exit L6:60c
@ L7
Presentation to SATN 71 October 2010
Do we need more of the same only?
Currently the HEQF offers qualifications on a full-time basis, generally with no required work experience.
In a context of widespread need and inadequate preparedness, is this the only option?
In the past there was another route: The route from entrant to artisan to technician via the N1 to
N6 plus workplace learning route – with the option of taking a government ‘ticket’ exam to certificated engineer
Thousands of young white men were lifted out of poverty into ‘decent jobs’ through this route.
Might it not be useful again?
Presentation to SATN 81 October 2010
How did it work?
SchoolingGrade 1 – 12(incl. NCV)
Schooling – Grades 0 - 9
N1
N2
N3
N4
N5
N6
Practical and work experienceLevel 7
Practical and work experienceLevel 6
Practical and work experienceLevel 5
Practical and work experienceLevel 4
Practical and work experienceLevel 3
Practical and work experienceLevel 2
Practical and work experienceLevel 1
Pro
fess
iona
l or
Man
ager
ial
(deg
ree)
Par
a-pr
ofe
ssio
nal
(dip
lom
a)
Stacked qualificationsProgressive Occupational Model
Parallel pathways
Cer
tific
ate
s
Practical and work experienceABET Levels
Practical
Practical
Practical
Artisan
Certificated engineer after government examination
TechnicianN6
N5
N4
N3
N2
N1
ETC
Presentation to SATN 91 October 2010
The routes are not the same The ‘stacked’ or ‘progression’ route:
Shorter part-time theory programmes Begin with narrower and shallower base and then build
incrementally – broader and deeper step by step ‘just in time’ determined by nature of (more routine) work to be performed (cf broad and deep base at the beginning ‘just in case’ for parallel pathway route)
Aligned to workplace learning at each level (‘see the point’) Meaningful exit points en route – e.g. trade Learners can work a while and then return (part-time) to
upgrade as they mature and learn of the frustrations lower down and benefits of further learning
Learners earn as they climb – NB for those from poor households
Less likely to migrate, more rooted in practice
Presentation to SATN 101 October 2010
Not the same … where would they work?In the past infrastructure built by these men Allyson Lawless (SAICE) notes from her experience
with Local Government: There is little systematic asset maintenance of infrastructure
(e.g. fix pot holes reactively). There are those who can do the work, but the people to plan priorities, work out the costings , set rotations and then manage the teams are scarce
With the decline of the artisan system there are few experienced people to do supervision, detailing and draughting and other specialized work
She calls this gap as ‘the missing middle’ – of technical people trained to do the more routine technical work at a higher level. NOT ‘PR TECH ENG’ folk who quickly want more. She sees it as a widespread problem.
Presentation to SATN 111 October 2010
It’s a question …I’m asking your view
Should we explore the re-introduction (and revitalisation) of this route?
Would it be worth the effort? The benefits? Access, expand UoT student numbers, success
What might the unintended consequences be? The costs? Displace other students?
Would SATN be prepared to participate in its design, development and implementation?
Presentation to SATN 121 October 2010 12
The key question: Could we get enough workplaces … how? “Social compact” between labour, business, the social
sectors and government Financial incentives e.g.
NSDS III – PIVOTAL grant from SETAs and NSF Tax incentives (cf for learnerships – extended)
Industry policy including investment incentives & compulsions
Public sector as largest employer - lead ‘Virtual parastatal’ as employer, rotate through small
firms for range of experience (ESDA) – role could be played by providers?
Presentation to SATN 131 October 2010
‘PIVOTAL GRANTS’= Employer grant for taking student for structured learning - 10% of levy
Required qualification Required for practice
PROFESSIONAL BODY
CO-OPERATIVE LEARNING
DIPLOMA MODEL Work Int. Learning
APPRENTICESHIP
Structured workplace-based
learning
Occupational theory
INTERNSHIP
General institution-based qualification
Workplace learning – access with educ. Qual. level e.g. matric
Professional
Para-professional
Trade / trade equiv.
General to occupation
Presentation to SATN 141 October 2010
How? We have the QCTO …
The SDA, 2008: ‘the QCTO is responsible for establishing and maintaining occupational standards and qualifications’ (Section 26H, 3(a))
An ‘occupational qualification means• a qualification associated with a trade, occupation or
profession • resulting from work-based learning and • consisting of
knowledge unit standards, (‘part qualifications’) practical unit standards and work experience unit standards’
Presentation to SATN 151 October 2010
QCTO Occupation qualification architecture is central
Knowledge Practical Work Exp.
External, summative assessment
Occupational Qualification
Occupational Purpose defined by Experts
Presentation to SATN 161 October 2010
Qualification, Curriculum & Assessment
Purpose
Task 1
Task 2
Knowledge (1)
Knowledge (2)
Work Exp. (1)
Practical (1)
Practical (2)
Work Exp. (2)
Knowledge (1)
Knowledge (2..)Practical (1)
Practical (2)
Work Exp (1)
Work Exp (2)Knowledgecurriculum
Practical Curriculum
Work Experience Curriculum
External Integrated Summative Assessment (items and modality)
Presentation to SATN 171 October 2010
Package knowledge as ‘N’?
Purpose
Task 1
Task 2
Knowledge (1)
Knowledge (2)
Work Exp. (1)
Practical (1)
Practical (2)
Work Exp. (2)
Occupational Curriculum Construction
Knowledge (1)
Knowledge (2..)Practical (1)
Practical (2)
Work Exp (1)
Work Exp (2)Knowledgecurriculum
Practical Curriculum
Work Experience Curriculum
External Integrated Summative Assessment (items and modality)
‘N’?
Presentation to SATN 181 October 201023 August 2010 COSE 18
In practice – we’d review what we’ve got in the process: Per Occupation
Required knowledge Required practical skills
Required workexperience
Learnership 1 from Sector 1
Learnership 2 from Sector 2
Current N course
Diploma / Certificate
Learnership 3 from Sector 3
Updated ‘N’ Course? Learnership / internship agreement?
Presentation to SATN 191 October 2010
Who does the work?
Those who need the skills start the process Development Quality Partners (DQPs) appointed by QCTO Often SETAs are DQPs and fund the whole process:
They convene a Committee of Expert Practitioners drawn from all sectors where occupation is practiced (through SETA and other networks) to scope the occupation.
Curriculum is drawn by experts – so in relation to ‘knowledge’ by professional bodies or providers.
Checked through ‘convener’ model of provider networks. Note National Curriculum!
External Assessment by Assessment Quality Partner (e.g. professional body) to conduct final ‘test’
Presentation to SATN 201 October 2010
Collaboration for Occupational Skills Excellence (COSE) Project
Semi – skilled
Skilled
Highly skilled
1. Select progression ‘family’ (QCTO OFO)
2. Develop occupations (QCTO) – including ‘N’
3. Develop pathway between them (fill in the gaps …)
4. Implementation
Presentation to SATN 211 October 2010
So … what do you think?Let us know
Poorly prepared
learners
Employment in the ‘missing middle’ … and beyond?
Presentation to SATN 221 October 2010