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  1. Project Scoping Meeting : Curriculum Development ProcessSkills Development PractitionerSkills Development Administrator

  2. A G E N D A 1. Welcome 2. Attendance and introduction 3. Expectations 4. Presentation “Overview of the Occupational Curricula Development Process” 5. Confirm curriculum parameters 6. Confirm constituency participation 7. Identification of body to manage development process 8. Identification of body to manage external assessment processes 9. Establishment of Working Groups and timeframes


  4. 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 – who is needed? • QCTO must ensure that there are fit for purpose occupational qualifications to respond to the labour market needs

  5. Education Qualified in Some sort of knowledge domain (field of learning) Labour market Qualified to Do something useful for the economy & society (occupation, specialisation) Psst • 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 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: • Praxis (Community of Practice) • Qualified as • Belonging to the guild of practitioners

  6. General practical skills Specialised practical skills “Stage 2” learning General qualifications Work related learning Vocational & Occupational directed qualifications Scope of occupational qualifications Specialised knowledge & theory Work experience General knowledge & theory All forms of learning Integrated summative external assessment of competence Certification RPL Process Other QCs QCTO & Quality Partners Designation by Professional Body (representative) Industry defined criteria

  7. 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

  8. 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

  9. 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 tasksto 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

  10. 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

  11. 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

  12. QCTO Occupational Curriculum Development QCTO ACTIVITY RESPONSIBILITY 8 Compile. Development Facilitator. Manage process. 7 Assessment Quality Partner. Consolidate and verify. 6 Constituency Group. CEP and Education Work Groups. Facilitate Work Groups. 5 Constituency Group. Consolidate and verify. 4 Facilitate Work Group. CEP Work Group. 3 Scoping meeting. Constituency Group. 2 Receive and process application. QCTO. 1 Qualification Description & standards Curriculum Scope Occupational Profile Curriculum Document Qualifications Assessment Specification Learning Process Design DELIVERABLES: A B D C E F

  13. Occupational Curriculum 0verall Process map A Curriculum Scope F C B Occupational Profile Learning Process Design Occupational Qualification Knowledge- Topics Products/Services Knowledge topics into subjects at each NQF level Practical Skills- CCFOs- Task skills- Role/job skills Knowledge and Theory Standard Subject SpecificationDisciplinary, Practice, Generic Occupational Responsibility Occupational Task Work Experience E Occupational Context Contextual variables Integrated Final External Assessment Specification Workplace Knowledge Occupational Profile Modules per occupational / developmental task Practical Skills Module SpecificationGiven X do Y in order to Z Products/Services Knowledge Practical Skills Standard Occupational Responsibility Practical Skills Occupational Task Work Experience Module SpecificationRange, Settings, Circumstances, Interfaces Work Experience Work Experience Standard Occupational Context Workplace Knowledge D Curriculum Document



  16. ITEM 6 CONFIRM CONSTITUENCY PARTICIPATION • Are all the parties with an interest in this occupation present ? • Professional bodies • Major employers • Unions • Industry bodies • Statutory bodies • International bodies….


  18. 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

  19. SSETA’s Contribution: SSICTO Labour Market Education and Training Institutions and Providers Employers Practitioners in the occupation Labour Unions Consumers/ Clients Assessment Quality Partner SETAs SGBs & ETQAs Community of Expert Practice DevelopmentQuality Partner International Bodies Non-statutory Bodies Statutory Bodies Representative Bodies Management Committee SSICTO CompetenceProfile Assessment Guidelines Quality Assessment Practitioners Working group 3 Working group 1 Learning Process Design ETD Practitioners Working group 2 Practitioners Occupational Qualification



  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



  25. NEXT STEPS • Identification of: • 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

  26. THANK YOU !!

  27. Level 10 Level 9 Level 8 Level 7 Level 6 Level 5 Level 4 Level 3 Level 2 Level 1 OCCUPATIONAL QUALIFICATIONS SUB-FRAMEWORK NQF Doctoral Degree QCTO Occcupational curricula Masters Degree HEQF Master Postgraduate Diploma Professional Qualifications Degree CHE National Skills Certificates Bachelor Degree Advanced Diploma Occupational. Assess-ment specifications Diploma Advanced Certificate National Occupa-tional Awards NOPF Advanced National Certificate (Vocational) Higher Certificate Advanced National Certificate (Vocational) 5 Incl. subject / unit certificates National Senior Certificate (Grade 12) Adult National Senior Certificate National Certificate (Vocational) 4 OQF UMALUSI Units of learning to be accumulated National Certificate (Vocational) 3 FL C GFETQF National Certificate (Vocational) 2 General Education & Training Certificate (Grade 9) Adult National Senior Certificate

  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 employ-ment or business opportunities of graduates

  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 ASSESSMENT PROCESSES • By applying nationally standardised processes and systems • Qualification Assessment Specifications (QAS) • Nationally standardised assessment instruments • Quality Assurance of development and design ofCURRICULA • By applying nationally standardised processes and systems • Occupational Curricula • Foundational Learning Competence • Occupational Qualifications & US QUALITY PARTNERS • 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

  30. General practical skills Specialised practical skills “Stage 2” learning General qualifications Work related learning Vocational & Occupational directed qualifications Scope of occupational qualifications Specialised knowledge & theory Work experience General knowledge & theory All forms of learning Integrated summative external assessment of competence Certification QCTO & Quality Partners Other QCs

  31. 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

  32. 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

  33. 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

  34. 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 sub-frameworks 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)

  35. BENEFITS OF THE OFO – QCTO: Basis of NOPF • The National Occupational Pathway Framework (NOPF) provides an initial mapping of occupational progression to – • ensure vertical progression • direct the scope of Communities of Expert Practices (CEPs) to: • ensure vertical progression • clarify role players for CEP processes

  36. Mining Engineers and Technologists Mining Technicians Drillers, Miners and Shot Firers Mining support worker