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CONTENTS OF PRESENTATION

QUO VADIS? THE COMPETENT PERSON PARADIGM and the IMMINENT REGULATION of the METALLURGICAL PROFESSION / PRACTITIONERS. 1. CONTENTS OF PRESENTATION. Determining Factors (Drivers) impacting on the Metallurgical Practice Area QUO Vadis : Metallurgical Practitioners. HISTORIC BACKDROP.

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CONTENTS OF PRESENTATION

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  1. QUO VADIS?THE COMPETENT PERSON PARADIGM and theIMMINENT REGULATIONof theMETALLURGICAL PROFESSION / PRACTITIONERS 1

  2. CONTENTS OF PRESENTATION • Determining Factors (Drivers) impacting on the Metallurgical Practice Area • QUO Vadis : Metallurgical Practitioners

  3. HISTORIC BACKDROP • MQA is established as Sector Education and Training (SETA) for Mining and Minerals in terms of the SAQA act 1995. • Mining Qualifications Authority (MQA) established in 1998 in terms of Sections 45 & 46 of the MHSA, 1996. • Committees of MQA is composed of tripartite constituencies e.g. State, Employers and Employees (Labour). • MQA to develop Competency Standards for SA Mining and Minerals Sector in terms of MHSA • Standards Generation Body (SGB) for Mining and Minerals established in terms of SA Qualifications Authority Act (SAQA) in 2000. • Constituencies represented on the M&MSGB: • State/DMR; • State/DMR; • Employers/Employees/Labour; • Professional Associations; • Providers Education and Training; and • Manufactures and Suppliers.

  4. Determining Factors (Drivers) CONTENTS • Legislatory Backdrop • The Competent Person Paradigm • Outcomes-based Education and Training • The imminent Regulation of the Engineering Profession

  5. Determining Factors (Drivers) The Legislatory Backdrop RESPONSIBILITY OF THE EMPLOYER/MANAGER UNDER THE MHSA • Employer is accountable for OH&S of persons at mines (S.5) • Principle of hazard identification and risk assessment and management of significant OH&S risks (S.11) • Employer to establish OH&S policy and describe the organisation of work [S.8(1)] • Employer may only use trained (competent) persons (S.10)

  6. Determining Factors (Drivers) The Legislatory Backdrop RESPONSIBILITY OF EMPLOYER/MANAGER UNDERTHE MHSA • Employer must appoint a Manager [S.3(1)(a)] • Employer may appoint any person with qualification(-s) as may be prescribed to perform any function of the employer in terms of the MHSA [S.7.(2)} • Manager may appoint any person with qualification(-s) as may be prescribed to perform any function of the manager in terms of the MHSA [S.7.(4)]

  7. Determining Factors (Drivers) The Legislatory Backdrop EMPLOYERS/MANAGERS COMPELLED TO USE COMPETENT PERSONS • Section 7.(1(d): “Every employer must consider an employee’s training and capabilities i.r.o OH&S before assigning task to employee” • Section 10.(1)(a): “Every employer must provide employees with any information, instruction, training and supervision that is necessary to enable them to perform their work safely and without risk to health” • Section 10.(1)(b): “Ensure that every employee becomes familiar with work-related hazards and risks ” • Section 10.(2): “Employer must ensure that every employee is properly trained” • Section 7.(4): Section 10.(2) must inter alia be complied with “before the employee starts to work”

  8. The Competent Person Paradigm DEFINITION OF COMPETENT PERSON CompetentPerson can be appropriately derived/interpreted from the SAQA definition of competence as follows: “competent person means a person who demonstrates the ability, specified in terms of knowledge, specific skills or integrated cluster of skills, capabilities and values, executed within an indicated range or context and to specific standards; • of performance; • an integrated understanding of performance and its knowledge base; • an understanding of the system in which the performance is carried out; • the ability to transfer to other related contexts, and • the ability to innovate when appropriate, and who is in possession of an appropriate and valid SAQA qualification or agreed cluster of SAQA unit standards registered on the National Qualifications Framework”.

  9. Outcomes-based Education and Training (OBET) • Premises/Principles Adopted: • Competency Standards to comply with NQF Principles e.g. Portability, Recognition of Prior Learning; Multiple entry points, Progression and Articulation etc.; • Competency Standards to address needs of the SAM&MS; and • Competency Standards to be Outcomes-Based Education and Training (OBET)-compliant. • Standards Generation Philosophy/Approach: • Process Decomposition Charts; and • Unit Standards-based competency standards registered on SAQA’s 10-Level National Qualifications Framework (NQF).

  10. Outcomes-based Education and Training (OBET) • OBET-complaint Competency Standards require: • Statement(-s) of Desired Learning Outcomes; and • Appropriate Assessment Criteria (ACs). • Tri-pillar OBET-compliant Model • Types of Competency Standards: • L1 to L10: Sector Specific CSs (MQA); and • L1 to L10: Generic/Collaborative CSs (e.g. ECSA). QUALITY ASSURANCE AGAINST COMPETENCY STANDARD(-S) OBET-COMPLAINT REGISTERED COMPETENCY STANDARD PROVISION AND DELIVERY AGAINST REGISTERED COMPETENCY STANDARD(-S)

  11. Outcomes-based Education and Training (OBET) STANDARDS-GENERATION PHILOSOPHY / APPROACH 1. UNIT STANDARDS-BASED CSs 1.1 Composition of US-Based Qualifications • Fundamental Component (USs) e.g. Literacy in regards to Mathematics and Communication; • Core Component (Generic USs); and • Elective Component – Generic Elective USs/Specified Elective USs (For streaming of Qualifications). Example:160 Credits, Level 5, National Higher Certificate in Mining Practice with Streams: • U/G Hardrock Mining; • U/G Coal Mining; and • Surface Mining inclusive of Quarrying and Small Scale Mining (SCM).

  12. Outcomes-based Education and Training (OBET) STANDARDS-GENERATION PHILOSOPHY / APPROACH 1.2 Example: Specified Outcome (SO): “Respond to emergencies in accordance with specified requirements”. Range: “The evacuation of workers is done in a manner that ensures their occupational health and safety”. Associated Assessment Criteria (ACs): “1. Demonstrate the selection and use of tools and equipment pertaining to the type of emergency”. “2. Demonstrate the appropriate response to the Emergency Preparedness and response CoP”. “3. Explain the consequences of NOT responding to the emergency situation in accordance with the specified requirements.”.

  13. Outcomes-based Education and Training (OBET) STANDARDS-GENERATION PHILOSOPHY / APPROACH 2. NON-USs BASED QUALIFICATIONS 2.1 Composition: • Exit Level Outcomes (ELOs); (Say 10 statements of desired learning outcomes). • Range Statement; and • Associated Assessment Criteria (ACs).

  14. Outcomes-based Education and Training (OBET) STANDARDS-GENERATION PHILOSOPHY / APPROACH 2.2 Non-US-based Qualification: • Exit Level Outcome (ELO): ”Lead and manage part or all of one or more broadly-defined engineering activities”. • Range Statement: “These management abilities support the effective discharge of responsibilities of the certificated engineer, results achieved through other persons”. • Associated Assessment Criteria (ACs): “1. Manages self”. “2. Leads and works effectively in team environment”. “3. Establishes and maintains professional and business relationships”. “4. Manage people, works priorities and resources”. “5. Envisions and plans strategically to achieve company goals”. Example: 120 Credits, Level 7, National Certificate: Certificated Engineer (SAQA Qualification ID No. 63450)

  15. SETAs DoL CQ FO OFO QCTO Report Enterprises Workplaces 2 1 3 4 6 5 7 8 Curriculum & Qualification NLRD Labour Market SAQA Flow of Skills Flow of Information Assessment Economy Provider system Approved Workplaces Approved Programmes & (Centres) OLS QUALITY CYCLE Impact assessment Society Programmes: Learnerships Apprenticeships Skills programmes Outcomes-based Education and Training (OBET) QUALITY COUNCIL OF TRADES AND OCCUPATIONS (QCTO) 3. QCTO-COMPLAINT QUALIFICATIONS 3.1 Proposed: An Occupational Learning System

  16. Outcomes-based Education and Training (OBET) 3.2 Composition • Organising Framework of Occupations (OFO); and • Occupational Qualifications: • OFO Code; • Qualification Model (Certificates and/or Awards; • Occupational Profile; • Foundational Learning Certificate (FLC); • Curriculum; and • Integrated Final Assessment of Competency.

  17. Level 10 Level 9 Level 8 Level 7 Level 6 Level 5 Level 4 Level 3 Level 2 Level 1 Outcomes-based Education and Training (OBET) SUMMARY: DEPT OF HIGHER E&T (DoHET) NQF Doctoral Degree OQF QCTO Masters Degree National Occupational Awards CHE-HEQC Master Postgraduate Diploma Professional Qualifications s Degree HEQF Bachelor Degree Advanced Diploma National Skills Certificates Diploma Advanced Certificate Advanced National Certificate (Vocational) Higher Certificate Advanced National Certificate (Vocational) Incl. subject / unit certificates National Senior Certificate (Grade 12) Adult National Senior Certificate National Certificate (Vocational) 4 GFETQF Units of learning to be accumulated National Certificate (Vocational) 3 Foundational Learning Certificate Mathematical Literacy and Communications UMALUSI National Certificate (Vocational) 2 General Education & Training Certificate (Grade 9) Adult National Senior Certificate

  18. TWO STAGE PROFESSIONAL DEVELOPMENT SYSTEM An Integrated System of Education and Training for • Engineers, • Engineering Technologists, • Engineering Technicians, and • Certificated Engineers

  19. DEVELOPING A COMPETENCY FOCUS Section 19(2) of the EP2 Act: The Council must … • “.… register the applicant in the relevant category … if, … the council is satisfied that the applicant … has demonstrated his or her competence as measured against standards determined by council for the relevant category of registration; …” • ECSA therefore needs: • Formal Competency Standards • Assessment system for measuring against standards • Policy on development of competency • To harmonise its approach with other roleplayers

  20. PROPOSED STAGE 1 – STAGE 2 MODEL • Two Stages in Development of Engineer, Technologist or Technician to the point of independent practice: • Stage 1: Primarily Educational: • BScENG / BEng for Engineer • BTech for Technologist • ND for Technician Or a recognised equivalent to each, A standards-based alternate route • Stage 2: Primarily workplace: • Structured training and experience; or RPL; or combination • Evidence-based assessment against competency standards

  21. S2C Pr Eng S2B CP >=3y Pr Eng Techno Pr CE S2W L8 CP >=4y CP >=3y Pr Techni BEng 560 @L8 “3+2” CP >=3y L7 BEng Sc 360 @L7 BEng Tech 360 @L7 Adv Dip WIL L6 Dip 360 @ L6+ Adv Cert L5 Higher Cert L4 Technician and Certificated Engineer Engineer Technologist PUTTING STAGE 1 AND STAGE 2 TOGETHER

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