1. Occupational Qualifications Framework – Key features and development process Christoph Vorwerk

2. Enabling conditions IntentionAutonomyFluctuation / Creative chaosRedundancyRequisite variety Tacit knowledge in organisation Explicit knowledge in organisation Socialisation Externalisation Combination Building an archetype Cross-levelling knowledge Justifying concepts Sharing tacit knowledge Creating concepts Internalisation Market from collaborating organisations Tacit knowledge from users Internalisation by users Explicit knowledge as advertisements, patents, product and/or service

3. Process of knowledge creation Dialogue Socialising Experience: observing, imitating, practice Sharing: brainstorming, talking to customers, seeing things from another’s point of view or another’s experience (eg production vs. sales) Externalising Articulating tacit k. into concepts, converting of hunches, perceptions, mental models First as metaphors, analogies Then drawing, writing, models Contradictions, tensions Building a field Linking Internalising Learn by doing Applying to manuals, procedures, documents, knowledge bases Deriving from other’s mental models Prototyping, testing, evaluating Triggers new cycle Combining Systemising concepts Exchanging documents Conversations, meetings Sorting, adding, categorising Formal education and training Learning by doing

4. Role of the Task Team • Middle up – down management • Autonomy • Project steering Committee – senior officials • 4 Working groups, Quality Learning Forum, SETAs • Broader constituency • Organisational intention • What is an occupational qualification? • Who holds the standard? • First draft policy 2004 • Continuous testing, review and refinement • Fettling continued until handover to QCTO • Results • Joint Policy Statement, legislation, draft policy and regulations • Systems, processes and procedures • Papers, presentations

5. Conceptualising Occupational Qualifications • Publication of draft HEQF in 2004 • No space for occupational qualifications • OQ include trades, professions & other generic occ. types • What is logic of occupations? • Occupational Classification Systems • Grouped by similarity of tasks, skill levels, inputs, tools, products and services • Occupational descriptor → Purpose of qualification • Occupational tasks/skills → Exit outcomes • Led to concept of “Qualified in..., to ..., as...”

6. Occupational Curricula • 3 Forms of learning • Standard practice, Rumelhart & Norman • Analyse occupational tasks / skills • Product or Service → Knowledge, theory • Responsibility → Practical skills ← Critical Outcomes • Work context → Work experience (settings, circumstances, ranges, interfaces) • “ DACUM on steroids”

7. Provision meets requirements Accreditation or approval Internal summative assessment Statements of results Qualification certificated External assessment Curriculum & assessment specifications determine requirements for the following processes Ability to integrate curriculum components to perform occupational tasks, solve problems, etc based on assessment tasks Chamber of Mines Version: 2007-12-17

8. Data analysis Practice-driven Credible QualificationsDesign Assessment Relevant Consistent Responsive Occupationalcompetence Light touch QualityMonitoring Respond to problems Self-evaluation Quality Management QA Quality improvement QCTO Development Quality Partner Assessment Quality Partner